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dc.contributor.authorMurcia, Karen
dc.date.accessioned2017-07-27T05:21:43Z
dc.date.available2017-07-27T05:21:43Z
dc.date.created2017-07-26T11:11:31Z
dc.date.issued2014
dc.identifier.citationMurcia, K. 2014. Interactive and multimodal pedagogy: A case study of how teachers and students use interactive whiteboard technology in primary science. Australian Journal of Education. 58 (1): pp. 74-88.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/54635
dc.identifier.doi10.1177/0004944113517834
dc.description.abstract

Teachers make pedagogical decisions in their planning and use of interactive whiteboard (IWB) technologies. Intentional teaching incorporating IWB and interactive planning software requires deliberate selection and sequencing of digital resources. The research reported in this paper explored and documented teacher and student use of IWB technology in two Western Australian primary science classrooms. Our case study research applied a social constructivist perspective and drew from principles of pedagogical interactivity and multimodal representation. Ethnographic microanalyses resulted in the generation of principles of practice with IWB technology, which were illustrated by classroom examples of technical and conceptual interactivity in intentional primary science teaching.

dc.publisherSage Publications Ltd.
dc.titleInteractive and multimodal pedagogy: A case study of how teachers and students use interactive whiteboard technology in primary science
dc.typeJournal Article
dcterms.source.volume58
dcterms.source.number1
dcterms.source.startPage74
dcterms.source.endPage88
dcterms.source.issn0004-9441
dcterms.source.titleAustralian Journal of Education
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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