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Learning as students to become better teachers: Pre-service teachers’ IWB learning experience
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Divaharan, S., & Koh, J. H. L. (2010). Learning as students to become better teachers: Pre-service teachers’ IWB learning experience. Australasian Journal of Educational Technology, 26(Special Issue, 4), 553-570.
The study presented in this paper involved 124 Singaporean pre-service teachers who
were attending a core information and communications technology (ICT) module,
which is a component of their teacher education program. During this module, the
pre-service teachers were introduced to the interactive whiteboard (IWB) through an
instructional approach that consisted of tutor modeling, self-paced exploration, peer
sharing, and team-based design projects. The pre-service teachers experienced the IWB
first as ‘students’ and then explored it as teachers planning for implementation in their
lessons. Qualitative data of pre-service teachers’ reflections was collected to analyse
their perceptions of the IWB use in their lessons and to examine how they learnt to use
the board. The findings illustrated that pre-service teachers predominantly felt that the
IWB was useful for engaging students in the learning process and for generating active
participation vis-à-vis the interactive affordances of the board. The findings also
revealed that learning about technology in teams was most useful for the successful
assimilation of a technology tool that was new and unfamiliar to pre-service teachers.
This paper examines how the existing IWB instructional approach can be modified to
help pre-service teachers learn pedagogical uses of the IWB more effectively.
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