The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue Dialogue and IWB artefacts
The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue Dialogue and IWB artefacts
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交互式白板上数字制品在支持课堂对话中的作用 对话和 IWB 制品
DOI：
10.1111/j.1365-2729.2011.00416.x
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发表时间：
2011
影响因子：
5
通讯作者：
Hennessy S
中科院分区：
文献类型：
--
作者：
Hennessy S
本文探讨了如何利用交互式白板（IWB）来支持学生通过课堂对话进行学习。这种强大且日益流行的技术为学习者提供了机会，通过多模态交互沿着谈话，产生，修改和评估新的想法。因此，它的使用可以支持丰富的新形式的对话，突出不同观点之间的差异，并使想法和推理过程更加明确。新兴帐户的基础上巴赫金的对话和Wegerif的概念，技术“打开一个对话的反思空间”，但突出的调解人工制品的作用。在IWB使用的背景下，课堂对话被解释为教师和学习者一起构建数字化表示的知识人工制品。这些可见的，动态的，不断发展的资源构成活动的临时记录，并作为学习者的新兴思维的支持设备，而不是对话的成品。按顺序分析课程，阐明了教师如何通过与一系列链接的数字资源的累积互动，以及通过存档和重温早期的文物，来利用IWB。因此，该工具有助于支持对话随着时间的推移、跨环境甚至跨学习者群体的进展。总之，本文重新构建了对话的概念，在这个新的背景下，学生积极创造和直接操纵数字文物，并提供了一些实际的例子。
This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology ‘opening up a dialogic space for reflection’, but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue.This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples.