Using Video Stimulated Reflective Dialogue to support the development of ICT based pedagogy in Mathematics and Science.
Recent research indicates that the use of ICT to support traditional forms of classroom interaction is ineffective in improving learning and attainment. Instead, teachers are being encouraged to develop more dialogic pedagogies. This paper reports on a project which investigated the efficacy of Video Stimulated Reflective Dialogue (VSRD) as a school-based professional development tool for improving pedagogy in the use of ICT to support dialogic teaching. Parallels are drawn between the nature of the classroom interactions in dialogic teaching and the teacher/researcher interactions during the VSRD process. Distinctions are made between interactions which were dialectic rather than dialogic in character. Developing teachers' pedagogies requires complex changes and it is argued that such changes are best supported by more dialogic forms of VSRD.
History
Published in
Wales Journal of EducationPublisher
University of Wales PressVersion
- VoR (Version of Record)
Citation
Tanner, H. & Jones, S. & Kennewell, S. & Parkinson, J. & Denny, H. & Anthony, C. & Beauchamp, G. & Jones, B. & Lewis, H. & Loughran, A., (2009) “Using Video Stimulated Reflective Dialogue to support the development of ICT based pedagogy in Mathematics and Science”, Wales Journal of Education 14(2), 63-77Print ISSN
2059-3708Electronic ISSN
2059-3716Cardiff Met Affiliation
- Cardiff School of Education and Social Policy
Cardiff Met Authors
Gary Beauchamp Cheryl AnthonyCopyright Holder
- © The Publisher
Language
- en