Reviewing the literature on interactive whiteboards

Steve Higgins; Gary Beauchamp; Dave Miller

doi:10.1080/17439880701511040

Reviewing the literature on interactive whiteboards

Steve Higgins^*
, Gary Beauchamp
, Dave Miller

^*Awdur cyfatebol y gwaith hwn

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl adolygu › adolygiad gan gymheiriaid

186 Dyfyniadau (Scopus)

Crynodeb

The aims of this article are to review the existing literature on the introduction and use of interactive whiteboards (IWBs) in schools and to summarise the key issues arising from this analysis in order to provide a context for the articles which follow in this special issue of Learning, Media and Technology. The article reviews the evidence about the initial adoption of the technology in classrooms, the existing empirical evidence of its impact on teaching and learning in schools as well as presenting an analysis of some of the underlying theoretical and conceptual issues.

Iaith wreiddiol	Saesneg
Tudalennau (o-i)	213-225
Nifer y tudalennau	13
Cyfnodolyn	Learning, Media and Technology
Cyfrol	32
Rhif cyhoeddi	3
Dynodwyr Gwrthrych Digidol (DOIs)	https://doi.org/10.1080/17439880701511040
Statws	Cyhoeddwyd - Medi 2007
Cyhoeddwyd yn allanol	Ie

Mynediad at Ddogfen

10.1080/17439880701511040

Ffeiliau eraill a chysylltiadau

Dolen i’r cyhoeddiad yn Scopus

Dyfynnu hyn

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abstract = "The aims of this article are to review the existing literature on the introduction and use of interactive whiteboards (IWBs) in schools and to summarise the key issues arising from this analysis in order to provide a context for the articles which follow in this special issue of Learning, Media and Technology. The article reviews the evidence about the initial adoption of the technology in classrooms, the existing empirical evidence of its impact on teaching and learning in schools as well as presenting an analysis of some of the underlying theoretical and conceptual issues.",

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AB - The aims of this article are to review the existing literature on the introduction and use of interactive whiteboards (IWBs) in schools and to summarise the key issues arising from this analysis in order to provide a context for the articles which follow in this special issue of Learning, Media and Technology. The article reviews the evidence about the initial adoption of the technology in classrooms, the existing empirical evidence of its impact on teaching and learning in schools as well as presenting an analysis of some of the underlying theoretical and conceptual issues.

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