RTD: Dialogic Learning and Self-Explanation in Classrooms Implementing Worked Example Instruction with Interactive Whiteboard Technology

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  In Poster Session: RTD - Posters Thur3

Short Description

This research seeks to assess the effect of different features and affordances of the IWB on the development of whole class dialogue and student self-explanation about the worked example. This single, embedded case study in a urban sourtheastern classroom provided evidence of the mediating effects of the interactive whiteboard tools and resources and demonstrated multiple forms of dialogic learning through self-explanation and peer interaction. Theoretical dimensions of Activity Theory are problematized in the findings.

Authors

• Joan Mazur, University of Kentucky

• Ellen Bloomfield, Midway College