Abstract :
This paper considers the ways in which the interactive whiteboard may
support and enhance pedagogic practice through whole-class teaching within
literacy and numeracy. Data collected from observations of whole-class
lessons, alongside individual interviews and focus group discussions with class
teachers and Initial Teacher Education students, has provided opportunities to
consider the potential of such technology to facilitate a more creative approach
towhole-class teaching. The data suggests that, in the first instance, the special
features of information and communications technology such as interactivity,
‘provisionality,’ speed, capacity and range enhance the delivery and pace of the
session. This research seems to indicate that it is the skill and the professional
knowledge of the teacher who mediates the interaction, and facilitates the
development of pupils’ creative responses at the interface of technology,
which is critical to the enhancement of the whole-class teaching and learning
processes.
