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Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
By the time you read this, I shall be quietly celebrating the fortieth anniversary of starting my first of three full-time posts in teacher education and training. As I write in 2009, I also celebrate the second anniversary of starting my fourth part-time post in teacher education and training. These three new books are of particular interest, therefore, to someone with dozens of students going through the process of qualifying as a teacher and then moving towards the highest possible quality in the profession.
Reflective practice has become a central component of teacher education. Tabachnick and Zeicher (in Pollard, 2000, p. 13) suggest that ‘the reflective practitioner has emerged as the new Zeitgeist’ and that there is not a single teacher educator who would say that he or she is not concerned about preparing teacherswho are reflective. Student teachers at the University of Ulster are required to write brief reflections on each lesson they teach, and since 1999, they have also required to post weekly reflective reports in an online discussion area.
The perennial problem of communicating with large classes of over 100 students can be resolved using students’ mobile phones and a piece of software written to take advantage of the ubiquity of the mobile phone.1 This paper describes the first steps towards one possible resolution. Several methods exist which allow students to communicate with lecturers in large groups (See Aronson, 1987; Davis, 1993; Guthrie & Carlin, 2004; Hall, Collier, Thomas & Hilgers, 2005; Judson, 2002), but none, to my knowledge, combine ease of use, speed of transmission and student feedback in as cost-effective a manner as the one described below.
It is commonly assumed that the perfection of digital copies, as opposed to the ‘noise’ in analogue copies, represents an enhancement of information transmission. Actually, however, that analogue ‘noise’was ‘signal’ to those receiving the analogue copies. From the recipients’ perspective, the fullness of the signal they once received from analogue copies abated with the noiseless digital alternative. Specifically, what is gone is the noise identifying what, where and how much has been copied.
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