A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms 1

Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch‐sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational technology particularly suited for whole‐class interaction. Strong claims are made for their value by manufacturers and policy‐makers, but there has been little research on how, if at all, they influence established pedagogic practices, communicative processes and educational goals. This study has been designed to examine this issue, using observations in primary (elementary) school classrooms, and builds on the authors’ previous research on Information and Communication Technology in educational dialogues and collaborative activities.

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