Abstracts - Earli

information because listeners who worked on complementary information performed poorer.Analyses of pupil interactions are in process. Results regarding interactions on one text indicatethat summarizers’ involvement in information transmission is important when pupils work oncomplementary information. When working on complementary information, the positive relationbetween summarizers’ informational contribution and their listeners’ learning illustrates theinformational dependence. In contrast, this relation is negative when working on identicalinformation, what suggests that even young pupils are sensitive to social comparison ofcompetence. This study underlines that working on complementary information favors pupils’involvement in information transmission, but teachers may be aware that reading and summarizingin a short time may be difficult for young pupils. Teachers should also be aware of the competencethreat that can interfere with learning when their students have to work on identical information.Factors affecting the use of the interactive whiteboard in primary classrooms to support children’scollaborative learning and knowledge-building.Ruth Kershner, University of Cambridge Faculty of Education, United KingdomPaul Warwick, University of Cambridge Faculty of Education, United KingdomIn recent years UK schools (primary and secondary) have seen the extensive introduction ofinteractive whiteboards (IWBs) into classrooms, commonly used to support teacher-led wholeclass teaching, presentation and demonstration. This research focuses on the extension of IWB usein primary (5-11years) classrooms to support children’s semi-autonomous collaborative learningactivities. This study takes the form of a ‘guided research group’ involving eight teachers in fivedifferent primary schools. Drawing on the principles of social constructivism, each teachergathered a range of qualitative data about how the IWB use appeared to support children’scollaborative learning, specifically focusing on knowledge-building in different curriculum areas.Themes drawn from the teachers’ individual and collective findings indicated the importance offactors relating to the collaborative learning process, the children’s technical skills and confidence,the mediating role of the teacher, the importance of the physical accessibility of the IWB, and theIWB affordances relating to provisionality, justification and temporal development in knowledgebuilding.General conclusions are drawn about the motivational aspects of the learning process andabout the IWB as an element in the evolving tool systems evident in classroom activity. Ofparticular educational significance is the conclusion that teachers’ professional development in theuse of information and communications technology should necessarily be integrated withdiscussion of learning and teaching rather than focusing on technical skills alone.– 843 –