Interactive Whiteboards for Education: Theory, Research and Practice

Interactive Whiteboards for Education: Theory, Research and Practice

Michael Thomas, Euline Cutrim Schmid
Indexed In: SCOPUS
Release Date: February, 2010|Copyright: © 2010 |Pages: 340
DOI: 10.4018/978-1-61520-715-2
ISBN13: 9781615207152|ISBN10: 1615207155|EISBN13: 9781615207169
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Description & Coverage
Description:

Interactive learning technologies and multimedia resources in the classroom foster new educational curricula, while offering alternative roles for students and teachers.

Interactive Whiteboards for Education: Theory, Research and Practice emphasizes the importance of professional development, credible educational research, and dialogue between teachers, administrators, policymakers and learners. This book intends to guide and inform the process of technology integration in education, introducing valuable case studies for educators interested in present and future IWB technology.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Classroom Interaction
  • Designing resources for the IWB
  • Educational Technologies
  • Effective Implementation of Learner Response Systems
  • Impact of Interactive Whiteboards
  • Interactive Learning Technologies
  • Interactive Whiteboard Pedagogy
  • Learning through Multimedia
  • Professional Development
  • Student Achievement
Reviews & Statements

This book offers ... systematic studies of the IWB in use, in the context of practical, educational concerns. From across the continents, the authors explore the relationship between the affordances of IWB technology and the aims of education. I would encourage everyone involved in the introduction and use of IWBs to read this book.

– Dr. Neil Mercer, Professor of Education and Fellow of Hughes Hall, University of Cambridge, UK
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Editor/Author Biographies
Michael Thomas (PhD) is a professor in applied linguistics (special emphasis learning technologies) at Nagoya University of Commerce & Business (Japan). Previously, he taught second language learning at the University of Heidelberg (Germany). His research interests are in learning technologies, digital literacies, and the philosophy of language. He is author of The Reception of Derrida: Translation and Transformation (2006) and editor of the Handbook of Research on Web 2.0 and Second Language Learning (2009). He is on the editorial boards of the International Journal of Emerging Technologies & Society, the Asian Journal of EFL, and the Asian ESP Journal. He is also a reviewer for the British Journal of Educational Technology. Dr. Thomas is Editor-in-Chief of the International Journal of Virtual and Personal Learning Environments (IJVPLE). His current research focuses on a new book entitled Interactive Whiteboards and Emerging Technologies with Euline Cutrim Schmid and Task-Based Language Teaching and Technology with Hayo Reinders.

Euline Cutrim Schmid is an Assistant Professor of English and Applied Linguistics at the University of Education (Pädagogische Hochschule) Heidelberg in Germany. She teaches at undergraduate and postgraduate levels on a variety of topics including: computer assisted language learning (CALL), applied linguistics, and qualitative research methodologies. She is a CALL researcher and her recent academic publications have focused mainly on the use of IWB technology and learner response systems in the English language teaching context. She has a PhD in Linguistics from Lancaster University, UK. Her doctoral research, concluded in 2005, focused on the use of interactive whiteboard technology for the teaching of English as a Foreign Language (EFL). She is the author of Interactive Whiteboard Technology in the Language Classroom: Exploring New Pedagogical Opportunities (2009). Her current research investigates English teachers’ pedagogical needs and developmental paths, as they integrate IWB technology into the language curriculum.

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Editorial Advisory Board
  • Stephen Bax, University of Bedfordshire, UK
  • J. P. Cuthell, MirandaNet Academy, UK
  • Julia Gillen, University of Lancaster, UK
  • Steve Kennewell, Swansea Metropolitan University, UK
  • Karin Vogt, University of Education Heidelberg, Germany