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Promoting Teacher and School Development through Co-Enquiry: Developing Interactive Whiteboard Use in a "Dialogic Classroom"

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Teachers and Teaching: Theory and Practice Volume 17, Number 3, ISSN 1354-0602


This paper reports on the work of a teacher-researcher collaborative group in the UK, who explored the idea of 'a dialogic approach' to classroom interaction and examined its relationship to use of the interactive whiteboard (IWB) in orchestrating classroom talk. We focus on how the co-inquiry process within this group led to the articulation of frames of reference that acted as a basis on which to consider and develop pedagogy in relation to the use of the IWB. Concentrating on one teacher in the group as an illustrative case, we illuminate the ways in which her evolving understanding of the dialogic approach impacted on her use of the IWB in her classroom, influenced the group's deliberations about the role of the IWB and underpinned subsequent staff development in her school. We conclude that a simple conception of transforming learning through the introduction of classroom-based technologies cannot explain the evolution of classroom practice. Instead we invoke a more subtle and synergistic relationship between teachers' pedagogic intentions and their growing perception of the relevant affordances of the IWB. Further, we suggest that school development of the use of particular classroom technologies must be based on a clear view of effective pedagogy. (Contains 1 figure and 3 notes.)


Warwick, P., Hennessy, S. & Mercer, N. (2011). Promoting Teacher and School Development through Co-Enquiry: Developing Interactive Whiteboard Use in a "Dialogic Classroom". Teachers and Teaching: Theory and Practice, 17(3), 303-324. Retrieved October 14, 2019 from .

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