The interactive whiteboard is an increasingly popular teaching tool which is often viewed as a way to increase student engagement and motivation. This article examines concerns that its use can reinforce traditional teacher-led pedagogy and thus potentially reduce learner participation. With these concerns in mind, a small scale research project was carried out in an ESOL class which examined the nature of student participation in a whole class whiteboard activity. Learners were observed during the activity, and what they were saying and doing was recorded and subsequently analysed through the lens of the sociocultural concepts of languaging (i.e.collaborative dialogue and private speech) and agency. Short focus group interviews with students were also held. Analysis of the data found that learners were participating in varying levels and ways when their classmates were using the board. The factors which affected the extent of learner participation were explored and the article briefly discusses ways to further encourage learner participation during classes where the interactive whiteboard is being used.
|Publication status||Published - 2014|