{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:29:10Z","timestamp":1754155750800,"version":"3.41.2"},"reference-count":36,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2015,6,15]],"date-time":"2015-06-15T00:00:00Z","timestamp":1434326400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2015,6,15]]},"abstract":"\n Purpose<\/jats:title>\n \u2013 The purpose of this study is to examine questioning opportunities afforded by interactive whiteboards (IWBs) by highlighting pedagogical decisions enacted by teachers to ensure that they work with the wider affordances of the device. <\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n \u2013 Three primary\/elementary teachers participated in a study designed to identify the types of questions that teachers could enable, sustain and afford with an IWB. The teachers selected lessons to be videotaped. Pre- and post-lessons interviews were held with each teacher. Pre-lesson interviews sought the intent of the lesson and intended use of the IWB. Post-lesson interviews included teachers reviewing videotapes of the lessons and teachers reflecting on, reviewing and explaining significant and key events. They provided their reasons and justification behind their informed choices. <\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n \u2013 Teachers enacted a framework that demonstrated their commitment to developing communities of learners. They sought strategic ways to utilise the IWB in dialogically focussed classrooms. Teachers used IWBs to sustain conversations that raise and resolve their learners\u2019 questions, to present challenges to the group. <\/jats:p>\n <\/jats:sec>\n \n Research limitations\/implications<\/jats:title>\n \u2013 This study has a small number of participants, but is fine-grained in analysis. The recorded lessons have only occurred in mathematics classes. Lesson sequences are short, and a longer sequence, over eight weeks, would have also been illuminating. <\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n \u2013 The study is unique in showing the shift in power and ownership between interactions among the teacher, students and the IWB.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/itse-12-2014-0037","type":"journal-article","created":{"date-parts":[[2015,6,1]],"date-time":"2015-06-01T04:35:46Z","timestamp":1433133346000},"page":"74-89","source":"Crossref","is-referenced-by-count":2,"title":["Shared cognition facilitated by teacher use of interactive whiteboard technologies"],"prefix":"10.1108","volume":"12","author":[{"given":"Christine","family":"Redman","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"John Terence","family":"Vincent","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"key":"key2020122303485169100_b1","doi-asserted-by":"crossref","unstructured":"Alvarez, C.\n , \n Salavati, S.\n , \n Nussbaum, M.\n and \n Milrad, M.\n (2013), \u201cCollboard: fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards\u201d, \n Computers and Education\n , Vol. 63, pp. 368-379.","DOI":"10.1016\/j.compedu.2012.12.019"},{"key":"key2020122303485169100_b2","unstructured":"Anderson, L.W.\n and \n Krathwohl, D.R.\n (Eds) (2001), \n A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives: Complete Edition\n , Longman, New York, NY."},{"key":"key2020122303485169100_b3","doi-asserted-by":"crossref","unstructured":"Beauchamp, C.\n and \n Lynn, T.\n (2009), \u201cUnderstanding teacher identity: an 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