The Interactive Whiteboard and the Development of Dialogic Interaction in the Context of Problem-Solving

2018 ◽  
pp. 101-127
Author(s):  
Ana Paula Canavarro ◽  
Carla Sofia Pereira Reis
Keyword(s):  
Problem Solving ◽  
Interactive Whiteboard ◽  
Dialogic Interaction

scholarly journals Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

2014 ◽  
Vol 7 ◽  
Author(s):  
Maryam Bourbour ◽  
Camilla Björklund
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Preschool Teachers ◽  
Mathematics Learning ◽  
Interactive Whiteboard ◽  
Learning Activities ◽  
Pedagogical Practices ◽  
Knowledge And Skills ◽  
Mathematic Education ◽  
Learning Data

This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB) in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices. Corrected and republished 2019-08-23.

The Power of Interactive Whiteboards for Secondary Mathematics Teaching: Two Case Studies

2018 ◽  
Vol 47 (1) ◽  
pp. 50-78 ◽  
Author(s):  
Mauro De Vita ◽  
Lieven Verschaffel ◽  
Jan Elen
Keyword(s):  
Problem Solving ◽  
Case Studies ◽  
Secondary Mathematics ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Educational Environments ◽  
Actual Use ◽  
Innovative Tool ◽  
Parallel Case ◽  
Collective Construction

Interactive whiteboard offers a high-potential innovative tool in mathematical educational environments, in which teachers’ modeling processes and students’ exploring activities can easily be executed. Nevertheless, these affordances are not self-evident. There is a gap between the potential claims of the tool and its actual use in the classrooms. This study investigated, through two parallel case studies, the interactive whiteboard potential in view of optimizing the exploitation of the interactive whiteboard, improving conceptual understanding, and fostering interactivity in secondary mathematics classrooms. Two main patterns for a productive interactive whiteboard use emerged: (a) a problem-solving pattern consisting of interactive whiteboard supporting problem-solving activities and (b) an organizer pattern consisting of using interactive whiteboard as a kind of advanced organizer and stimulating students’ reflection and mathematical contributions. The two patterns were used to design and teach lessons that were analyzed through the instrumental orchestration framework elaborated by Drijvers, Tacoma, Besamusca, Doorman, and Boon. Analysis showed how the interactive whiteboard acted as a useful instrument for students’ discussion and collective construction of mathematical knowledge.

The effect of teaching method on endodontic problem solving

1982 ◽  
Vol 46 (9) ◽  
pp. 548-552 ◽  
Author(s):  
RW Mendel ◽  
JP Scheetz
Keyword(s):  
Problem Solving ◽  
Teaching Method

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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