A Model of Pedagogical Change for the Evaluation of Interactive Whiteboard Practice

A Model of Pedagogical Change for the Evaluation of Interactive Whiteboard Practice

Julie Cogill (King’s College London, UK)
DOI: 10.4018/978-1-61520-715-2.ch011
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This chapter explores how whiteboard pedagogy is constructed from both a theoretical pedagogical perspective and empirical evidence based on interactive whiteboard practice. A brief discussion on what is meant by the terms Pedagogy, Pedagogical Knowledge, Content Knowledge, Curriculum Knowledge and Pedagogical Content Knowledge (Shulman, 1987) is followed by the utilization of established theoretical models of teacher knowledge to form a model of teachers’ general pedagogy. An evaluation of IWB practice of 11 teachers in two primary UK schools, over one year, is then presented. Evidence emerging from whiteboard practice is subsequently blended with the model of general pedagogy to construct a theoretical model of pedagogical change subsequent to whiteboard use. Particular whiteboard teaching behaviors are proposed which facilitate greater efficiency and which may extend teachers’ existing pedagogical practice or help to transform their teaching. Finally, in the concluding section implications for teachers’ professional development in whiteboard practice and future research directions are put forward.
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What Is Pedagogy?

What constitutes pedagogy is not easily defined and appears to be somewhat obscure. Watkins and Mortimer (1999) define it as “any conscious activity by one person designed to enhance the learning of another” (p. 3). Alexander (2003) has his own preferred definition which suggests that pedagogy requires discourse:

Pedagogy is the act of teaching together with its attendant discourse. It is what one needs to know, and the skills one needs to command in order to make and justify the many different kinds of decisions of which teaching is constituted. (p. 3)

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