Planning to teach with digital
tools: Introducing the interactive whiteboard
Student engagement is critical to student
motivation during the learning process. The more students are motivated to
learn, the more likely it is that they will be successful in their efforts. Technology
is used in innovative ways leads to improved learning and teaching (Wishart
& Blease, 1999). Like
various school systems throughout Australia and the world, the New South Wales
public education system is investing heavily in interactive whiteboard (IWB)
technology. In 2007, the New South Wales (NSW) state government announced that
it would spend A$66 million to install interactive whiteboards in all schools
by 2011 (NSWDET, 2008).
Push for
technology of this kind in the United Kingdom where many evaluative studies
have been carried out (Higgins, Beauchamp & Miller, 2007). A universal
theme emerging from this literature relates to the extent to which teachers are
able to adapt their pedagogical approaches to accommodate this new technology in
the classroom, in ways that improve student learning.
Figure 1:
Schematic view of TPCK (Mishra & Koehler, 2006)
Mishra and
Koehler (2006) have extended Shulman’s framework in order to include technology
as a significant variable in the current teaching context. They define TPCK as
the “basis of good teaching with technology and requires an understanding of
the representation of concepts using technologies; pedagogical techniques that
use technologies in constructive ways to teach content; knowledge of what makes
concepts difficult or easy to learn and how technology can help redress some of
the problems students face; knowledge of students’ prior knowledge and theories
of epistemology; and knowledge of how technologies can be used to build on
existing knowledge and to develop new epistemologies or strengthen old ones”
(Mishra & Koehler, 2006, p. 1029).
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