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Using Video Stimulated Reflective Dialogue to support the development of ICT based pedagogy in Mathematics and Science.

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posted on 2022-10-25, 09:24 authored by Howard Tanner, Sonia Jones, Steve Kennewell, John Parkinson, Helen Denny, Cheryl Anthony, Gary Beauchamp, Bethan Jones, Helen Lewis, Anne Loughran

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 Education

Publisher

University of Wales Press

Version

  • 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), 63-77

Print ISSN

2059-3708

Electronic ISSN

2059-3716

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Cardiff Met Authors

Gary Beauchamp Cheryl Anthony

Copyright Holder

  • © The Publisher

Language

  • en

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