There has been considerable investment in the use of interactive whiteboard technology in Australia, particularly in primary schools. School leaders and teachers are seeking advice on effective ways to support teachers' pedagogical development to achieve the potential benefits of these devices. Using activity theory as a framework for lesson observation, analysis and interview data, this paper presents vignettes to illustrate major tensions in the uptake and use of interactive whiteboards (IWBs) to support student learning across the curriculum in one primary school. The findings suggest that the resolution of these major tensions is critical to teachers' effective use of the technology.
|Number of pages||7|
|Journal||Australian Educational Computing|
|Publication status||Published - 1 Dec 2009|