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ERIC Number: EJ893321
Record Type: Journal
Publication Date: 2010-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1475-939X
Interactive Whiteboards and All that Jazz: The Contribution of Musical Metaphors to the Analysis of Classroom Activity with Interactive Technologies
Beauchamp, Gary; Kennewell, Steve; Tanner, Howard; Jones, Sonia
Technology, Pedagogy and Education, v19 n2 p143-157 Jul 2010
The teacher's role has often been described as one of "orchestration", and this musical analogy is a powerful one in characterising the manipulation of features in the classroom setting in order to generate activity or "performance" which leads to learning. However, a classical view of orchestration would fail to recognise the extent to which effective teaching and learning make use of serendipity and improvisation--characteristics more often associated with jazz. This paper uses the characteristics of various musical genres to characterise teaching approaches observed in the authors' work in two research projects investigating the use of ICT in mathematics classrooms. In particular the authors demonstrate how jazz and other musical analogies can be useful when describing some of the more effective classrooms in which serendipitous events were exploited and performances were improvised by pupils as well as teachers. They discuss the ways in which teachers were able to use ICT to establish conditions under which more jazz-like performances were likely to occur, offering opportunities for more creative, improvised teaching and learning. They also examine lessons that can be learned by examining differences between musical and pedagogical settings. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A