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Can the interactive whiteboard help to provide ‘ dialogic space for children’s collaborative activity? / Neil Mercer, Paul Warwick, Ruth Kershner and Judith Kleine Staarman
// Language and education Vol 24 p367 - p384 This paper is based on a project investigating the use of interactive whiteboards (IWBs) as tools for children’s group-based learning in primary science. A series of science activities were designed with participating teachers, in which groups of three or four children used the IWB to access information, consider options, plan actions and make joint decisions. Of particular interest in this paper is whether the IWB helps to provide a shared ‘dialogic space’ for reasoned discussion, within which children are able to jointly access relevant information, share different points of view and achieve collective solutions to science-based problems. Our analysis is framed by notions of ‘dialogic teaching’, in which the relationship between the guiding role of the teacher and children’s active involvement in their own learning is highlighted. We offer some conclusions about the value of IWB technology for supporting children’s talk and collaborative activity, which may assist its use and development.
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Collaboration / Andy Barfield.
// ELT journal. 2016, Vol. 70, No. 2. 2016.p. 222-224. Within the field of education, collaboration comes in many guises: teacher collaboration in the classroom (peer teaching/team teaching), collaborative learning among learners themselves, collaborative research, and collaborative curriculum development, to name some of the most common.
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Difficulties with team teaching in Hong Kong kindergartens / Mei Lee Ng.
// ELT journal. 2015, Vol. 69, No.2 2015.p.188-197. This article draws on qualitative classroom observation and interview data from a case study of one native-English speaker teacher (NEST) teaching in a Hong Kong kindergarten. Features of the NEST’s teaching are identified, namely their professional limitations, their part-time involvement in teaching, and their limited collaboration with the local English teacher (LET) whose L1 is not English. These features are analysed to explore the feasibility of team teaching, which has been suggested as a beneficial form of collaboration between NESTs and LETs. The results show that, in this case study, there are more obstacles to, than opportunities for, successful team teaching (enabling features at the pedagogical, logistical, and interpersonal levels were absent). The results also highlight the challenges of effectively deploying NESTs in an EFL kindergarten. Implications relevant to practitioners in the EFL classroom and policymakers in similar Asian contexts are discussed.
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