Pedagogical+Approaches

Pedagogical Approaches Two pedagogical approaches that teachers need to employ in the classroom for effective use of IWBs are e-teaching and the constructivist approach. Since the use of IWBs, teaching strategies have seen significant changes towards e-teaching. With the technological advances occurring in the world, schools need to recognise and explicitly teach the skills required for students to become active citizens. The approach of e-teaching uses IWBs to enhance the presentation of concepts, creating knowledge and student learning; transforming the classroom into a co-operative learning environment. It is no longer about the teacher being in control of the technology, but rather using that control to guide students to become effective learners. E-teaching allows for active learning, rather than students being passive recipients of information. Active learners exhibit a greater understanding and internalise concepts. This approach is less didactic, encouraging an interactive multi-literate teaching and learning environment. E-teaching is predominantly done in small groups or as a whole class context. In particular e-teaching with an IWB creates a multi-faceted, multi-sensory lesson (Edugator, n.d.).

The pedagogical approach of constructivism creates authentic learning for students. The classroom is seen as a democratic environment, where the learning is interactive and student centred. When using this approach students are immersed in inquiry, action, imagination, invention, interaction and personal reflection. It is vital for teachers to recognise how their students use their prior knowledge and personal experiences to develop meaningful learning related to their real lives (Gray, n.d.). This is why technology needs to be implemented into learning as it is authentic to students in 21st century schools. With the focus being on IWBs, collaborative teaching and learning around the large screen, provides opportunities for scaffolding to occur (Cogill, 2002).

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