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In a small‐scale study of Information and Communication Technology (ICT)‐rich primary school, interactive whiteboards (IWBs) were found to be the predominant ICT tools used by teachers. The study sought to identify how the teachers used features of ICT to enhance learning, based on a list of ICT’s functions published for teacher education programmes. This list did not appear to account for all the aspects of the IWB’s influence that were described by teachers and observed in their lessons. Interview and observation data concerning digital whiteboard technology were probed further, using a framework for analysing activity settings designed for teaching and learning. This process generated a new taxonomy of features of ICT involving two levels: those intrinsic to digital media and devices and those constructed by hardware designers, software developers and teachers preparing resources for learning. Pedagogical actions supported by these features were identified and views concerning the impact of these actions on learning were analysed. This article reports the findings of the analysis, and exemplifies a use of the taxonomy in comparing practice across subjects. It suggests that this focus on ICT’s features may be valuable for both future research on the impact of ICT on learning and the design of new ICT resources.
Kennewell et al. (Wed,) studied this question.