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Literacy and Language Teaching and Learning With Interactive Whiteboards in Early Schooling

Literacy and Language Teaching and Learning With Interactive Whiteboards in Early Schooling

 Prinsloo, Mastin.
 2015
 pages 533-554. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Prinsloo, Mastin.
Nhan đề Literacy and Language Teaching and Learning With Interactive Whiteboards in Early Schooling / Mastin Prinsloo and Felicity Sasman.
Thông tin xuất bản 2015
Mô tả vật lý pages 533-554.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt Research on education and technology has sometimes examined model rather than typical practices, and has thus presented an idealized notion of what such resources might offer to situated users in education. This article asks what happens when particular digital resources, designed for one purpose, or carrying particular expectations regarding their uses, encounter complex, detailed, situated forms of life that differ in particular ways from those anticipated in the design of the digital resources. The study is that of teachers’ uses of interactive whiteboards (IWBs) in a low-socioeconomic environment on the Cape Flats in South Africa, in a classroom comprised of both middle-class and working-class children who bring a mix of English, Afrikaans, and isiXhosa home language resources to their learning. We draw on orientations to the study of language as heteroglossic and networked, to literacy as situated social practices, and to communication as multimodal to argue that IWBs function in this context as boundary objects, with a high degree of interpretive flexibility in that they are weakly structured transcontextually, but strongly structured in local use. Rather than contributing to a transformation of language and literacy pedagogy, they get taken hold of and used by teachers to complement their pre-existing pedagogical strategies.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Tác giả(bs) CN Sasman, Felicity.
Nguồn trích TESOL Quarterly- Volume 49, Issue 3, September 2015.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 4] |a Literacy and Language Teaching and Learning With Interactive Whiteboards in Early Schooling / |c Mastin Prinsloo and Felicity Sasman.
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300[ ] |a pages 533-554.
362[0 ] |a Vol. 49, N.3 (September 2015)
490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a Research on education and technology has sometimes examined model rather than typical practices, and has thus presented an idealized notion of what such resources might offer to situated users in education. This article asks what happens when particular digital resources, designed for one purpose, or carrying particular expectations regarding their uses, encounter complex, detailed, situated forms of life that differ in particular ways from those anticipated in the design of the digital resources. The study is that of teachers’ uses of interactive whiteboards (IWBs) in a low-socioeconomic environment on the Cape Flats in South Africa, in a classroom comprised of both middle-class and working-class children who bring a mix of English, Afrikaans, and isiXhosa home language resources to their learning. We draw on orientations to the study of language as heteroglossic and networked, to literacy as situated social practices, and to communication as multimodal to argue that IWBs function in this context as boundary objects, with a high degree of interpretive flexibility in that they are weakly structured transcontextually, but strongly structured in local use. Rather than contributing to a transformation of language and literacy pedagogy, they get taken hold of and used by teachers to complement their pre-existing pedagogical strategies.
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