International Education Journal

Educational Research Conference 2006 and Cultural Inclusivity through Publishing Special Issue

 

contentsBack

download View Complete Article

Acrobat Reader Install Acrobat Reader

Cognitive concomitants of interactive board use and their relevance to developing effective research methodologies


Ruth Geer 
University of South Australia 
ruth.geer@unisa.edu.au 

Alan Barnes 
University of South Australia 
alan.barnes@unisa.edu.au 

 

download Read complete article

 

 

Abstract

This article addresses the need for systematic and replicable research methods for the examination of student learning using so called interactive whiteboard technologies. As a basis for these methods a model is developed of the cognitive concomitants evident in studentsí use of these technologies. While interactive whiteboards are shared spaces, it is important for educators to recognise individual cognitive outcomes from the interactions. Through extending an existing model of cognitive concomitants that has been used in the successful analysis of interaction in shared online discussion spaces, this paper outlines a systematic approach to the analysis of whiteboard interactions that can provide insights into the cognitive processing occurring. Recent notions of imprinting and cognitive tracks, drawn from research into online interactive behaviours, in the context of such methods, may inform the development of effective pedagogies for interactive board use. 

Interactive whiteboards, research methods, interactions, cognitions, computer mediated learning

top

Geer, R. and Barnes. A. (2007) Cognitive concomitants of interactive board use and their relevance to developing effective research methodologies. International Education Journal, 8 (2), 92-102.
http://iej.com.au

All text and graphics © 1999-2007 Shannon Research Press. ISSN 1443-1475.