Teachers’ Pedagogic Design of Digital Interactive Whiteboard Materials in the UK Secondary School

Carey Jewitt

doi:10.16993/dfl.7

Abstract

Teachers have always made texts for use in the classroom. The wide spread introduction of Interactive whiteboard (IWB) technology into UK classrooms, and the screen more generally, makes the multimodal resources of color, image, dynamic movement, and sound newly available for pedagogic design in newly connectable ways. These facilities present teachers with new questions about how to design and use teaching materials, new possibilites and constraints. This presentation will examine teachers' design of digital multimodal resources for IWBs and the influence of prevalent policy discourses of interactivity, multimodality and fast pace influence on teacher’s digital materials for the IWB.

Highlights

Why text design matters Texts displayed on Interactive whiteboard (IWB) can be understood as a meeting point of the concerns of educational policy, the commercial sector, pedagogy and technology
The design of IWB materials is integral to how the IWB is used in the classroom, and its impact on teaching and learning
The IWB can act as a connective, multimodal hub in the classroom to incorporate a range of multimedia and multimodal resources in lessons (Levy, 2002; Graham, 2003; Ball, 2003)

Summary

Introduction

Why text design matters Texts displayed on IWBs can be understood as a meeting point of the concerns of educational policy, the commercial sector, pedagogy and technology. How do teachers design curriculum content as a multimodal ensemble (i.e. image, sound, animation etc) in their materials for IWB and the classroom? 3. In what ways do teachers design their IWB materials to support opportunities for student interaction with the board and curriculum content?

Results

Conclusion