Understanding the use of interactive whiteboards in primary science

Trudy-Ann Sweeney

    Research output: Contribution to journalArticlepeer-review

    5 Citations (Scopus)


    This paper explores the dimensions of change experienced by a specialist primary science teacher in Australia as she attempted to embed an interactive whiteboard into her practice as a tool to enhance interactive teaching and learning. This paper uses the theoretical frameworks of activity theory and the stages of concern to understand the behavioural and affective dimensions of change related to the use of interactive whiteboards in primary science. It is argued that the identification and resolution of tensions and concerns in teachers' practice is crucial to maximise the potential of interactive whiteboards to enhance learning interactions in a shared dialogic space.

    Original languageEnglish
    Pages (from-to)217-232
    Number of pages16
    JournalAustralasian Journal of Educational Technology
    Issue number2
    Publication statusPublished - 2013


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