Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. Interactive whiteboards 361 quick manipulation of images, opportunities for extended teacher–pupil dialogue may even become more limited. In summary, we have observed interactive whiteboards being used effectively by teachers in English primary schools to facilitate what they want to do: but we have not seen this technology cause a radical reformulation of how teaching and learning is carried out. Our research therefore reinforces our belief that expectations of ICT in education as a ‘transformational’ force are often misconceived, and probably counter- productive to the effective use of the technology in schools. If new technology was reconceptualised as a potential means for helping teachers do their job more effectively, rather than as a means for making them change their established practices, it would almost certainly receive a warmer welcome from the professional workforce. It would probably also be more likely then to contribute to better learning outcomes for students. It may well be that some established pedagogic practices need to be criticised, re- evaluated and changed: indeed, there is much evidence that this is the case. But this cannot be achieved simply by introducing new technology. To paraphrase Wertsch’s (1991) comments, as quoted at the beginning of this article: the tools of educational technology have no magical power in themselves; only by being embedded in the practices of teachers and learners do their mediational means come into play. It is only when this is properly appreciated that we will be able to make best use of governmental boldness in technological investment, welcome as that may be. In future research on technological innovation in education, we suggest that there is a need to reassess the appropriateness of the ‘transformational’ image of ICT in education; plan and assess the use of computer technology from an educational, rather than a technological, perspective; and develop a more sophisticated conceptual model of how ICT can facilitate teaching and learning in the classroom. Note Transcription conventions could indicates emphasis (making) indicates partly unintelligible speech, with most likely speech noted (. . .) indicates unintelligible speech [ indicates overlapping speech (intake of breath) indicates contextual note References Alexander, R. (2004). Towards Dialogic Teaching: Rethinking classroom talk. Cambridge: Dialogos. Alexander, R. (2000). Culture and Pedagogy: International comparisons in primary education. Malden, MA: Blackwell.
For EARLI members only. Not for onward distribution. 362 N. Mercer et al. Becta (2006a). Survey of LAN Infrastructure and ICT Equipment in Schools 2005. Main report. A report by Atkins Management Consultants for Becta (Coventry, Becta). http://partners.becta.org.uk/page_documents/survey_of_lan_infrastructure0306.pdf (accessed 11th May 2006). Becta (2006b). The Becta Review 2006: Evidence on the progress of ICT in education (Coventry, Becta). http://becta.org.uk/corporate/publications/documents/The_ Becta_Review_2006.pdf (accessed 11 May 2006). Becta (2005). Becta Review 2005: Evidence on the progress of ICT in education. British Educational Communications and Technology Agency. http://www.becta.org.uk/ corporate/publications/documents/Review_2005.pdf (accessed 8 March 2006). Burnett, C., Dickinson, P. Myers, J. and Merchant, G. (2006). Digital Connections: Transforming literacy in the primary school. Cambridge Journal of Education, 36(1), 11–29. Burns, C. and Myhill, D. (2004). Interactive or Inactive A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35–49. Clarke, C. (1999). Quoted in ‘Charles Clarke Reveals ICT Targets’. Educational Computing and Technology, March. Crook, C. (1999). Computers in the Community of Classrooms. In K. Littleton and P. Light (eds). Learning with Computers: Analysing productive interaction. London: Routledge. DfES (2002). Key Stage 3 National Strategy: Training materials for the foundation subjects. London: Department for Education and Skills. http://www.standards.dfes.gov. uk/ keystage3/respub/fs_trmat (accessed 8 March 2006). Dawes, L. (2000). First Connections: Teachers and the national grid for learning. Computers and Education, 33(4), 235–252. Dawes, L. and Selwyn, N. (1999). Teaching With the Dream Machines: The representation of teachers and computers in information technology advertising. Journal of Information Technology for Teacher Education, 8(3), 289–304. Edwards, A. and Westgate, D. (1994). Investigating Classroom Talk (2nd edn). Basingstoke: Falmer Press. Edwards, D. and Mercer, N. (1987). Common Knowledge: The development of understanding in the classroom. London: Methuen/Routledge. Gillen, J., Littleton, K., Twiner, A., Staarman, J. K. and Mercer, N. (2008). Using the Interactive Whiteboard to Resource Continuity and Support Multimodal Teaching in a Primary Science Classroom. Journal of Computer Assisted Learning, 24, 348–358. Hall, I. and Higgins, S. (2005). Primary School Students’ Perceptions of Interactive Whiteboards. Journal of Computer Assisted Learning, 21, 102–117. Hennessy, S. (2006). Integrating Technology into Teaching and Learning of School Science: A situated perspective on pedagogical issues in research. Studies in Science Education, 42, 1–50. Hitachi (2004) Hitachi’s interactive whiteboards now available through government’s new £25 million ‘School Whiteboard Expansion’ initiative. Press release. http://uk.hitachisoftinteractive.com/uploads/BECTA.pdf (accessed 6 December, 2006). Mercer, N. (1995). The Guided Construction of Knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters. MirandaNet (2005). MirandaNet Fellowship. http://www.mirandanet.ac.uk (accessed 25 April 2005). Mortimer, E. F. and Scott, P. H. (2003). Meaning Making in Secondary Science Classrooms. Maidenhead: Open University Press.
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