Research Report Virginia Tech弗吉尼亚理工大学的的研究的报告.docVIP

Research Report Annette Bruner ambruner@ April 25, 2008 Problem Statement Over the past years the investment in the use of information and communication technologies in the classroom has grown considerably (Hall Higgins, 2005). The use of ICT in the early years of education as been categorized as “tools that could and should be incorporated into existing early-years practice in developmentally appropriate ways, supplementing, not replacing, other important first-hand experiences and interactions and accompanied by quality adult input to help children learn about and through the technology (O’Hara, 2008). The interactive whiteboard (IWB) is one type of ICT that is being brought into preschool classrooms for instructional use. An interactive whiteboard can be defined as “a large, touch-sensitive board whish is connected to a digital projector and a computer. The projector displays the image from the computer screen on the board. The computer can then be controlled by touching the board, either directly or with a special pen” (Hall Higgins, 2005). There are a few types of interactive whiteboards that have been developed the for classrooms use, including the SMART Board and the Promethean Board. There has been an increase in the research on how the interactive whiteboard impact learning in the classroom, including social and cognitive development. A great deal of this research, including several case studies, has been conducted in the UK (Hall Higgins, 2005; Haldane, 2007; Kennewell Beauchamp, 2007; Wood Ashfield, 2008). Most research about the impact of IWBs has been conducted with older students and little with younger students, especially at the preschool level. The overall use of information and communication technologies at the preschool level has been debated over the years, when it comes to social and cognitive development. Over the years there have been early childhood educators who have argued that the uses of information and communication te