http://hdl.handle.net/2428/49153 Mon, 20 May 2013 17:09:50 GMT 2013-05-20T17:09:50Z http://hdl.handle.net/2428/49593 Title: Interactive teaching with interactive technology Authors: Kennewell, S Abstract: Some of the recent initiatives which aim to improve teaching and learning in schools in the UK have promoted the idea of ‘interactive teaching’. Other schemes promote the use of interactive technologies for learning, yet no strategy has been developed for linking the two policies or investigating how interactive technology supports interactive teaching. This paper examines different interpretations of interactive teaching, considers why such teaching is believed to be more effective than approaches which place the teacher in a different role, and analyses the evidence concerning its effectiveness. It discusses what advantages, if any, the use of ICT offers to teachers pursuing interactive teaching approaches in the classroom, then characterises the ways in which ICT needs to be integrated into teachers’ pedagogical content knowledge if it is to support a move from ‘surface’ to ‘deep’ interactive teaching. Using a number of case studies drawn from research in primary and secondary schools, it explores how interactive teaching can be supported and improved using interactive technologies in the classroom. It concludes by considering the implications for forthcoming research into ICT and interactive teaching. Fri, 01 Jul 2005 00:00:00 GMT http://hdl.handle.net/2428/49593 2005-07-01T00:00:00Z http://hdl.handle.net/2428/49478 Title: Beyond the ‘wow’ factor: developing interactivity with the interactive whiteboard Authors: Beauchamp, G; Parkinson, J Abstract: The use of interactive whiteboards in science lessons has the potential to support change in the way we teach. Once teachers become familiar with the various features offered by the technology, they need to consider how best to deploy them to create a positive learning environment. This article provides a basis for teachers to reflect on their practice and suggests a number of routines to promote greater interactivity. Tue, 01 Mar 2005 00:00:00 GMT http://hdl.handle.net/2428/49478 2005-03-01T00:00:00Z http://hdl.handle.net/2428/49200 Title: Teaching and learning with ICT: new technology, new pedagogy Authors: John, P; Sutherland, R Abstract: This paper has two broad aims: first, to provide a brief introduction to the InterActive Education Project from which the papers in this special edition derive; and second, to draw out some of the overarching themes and threads that have emerged from the set of articles presented. The evidence suggests that a number of tensions surface when subject teachers engage with information communication technology (ICT) in their classrooms, for instance, the tension between teaching about and teaching through ICT; the tension between information accretion and information discernment; and the tension between subject and technological culture. The findings also suggest that the use of ICT by subject teachers is being embraced but not imposed. This is in part due to the collaborative nature of the InterActive Project but it is also due to a genuine desire by the participants to concentrate on the creation of rich ICT environments in which their students can engage their minds with the resources of their disciplines. The paper ends with some suggestions for taking the ICT and learning venture forward within the current curriculum context. Mon, 01 Mar 2004 00:00:00 GMT http://hdl.handle.net/2428/49200 2004-03-01T00:00:00Z http://hdl.handle.net/2428/47518 Title: No. 33 - Interactive Teaching and ICT Authors: TLRP Sat, 01 Mar 2008 00:00:00 GMT http://hdl.handle.net/2428/47518 2008-03-01T00:00:00Z