Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools

Hdl Handle:
http://hdl.handle.net/11285/577640
Title:
Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools
Authors:
Fernández Cárdenas, Juan M. ( 0000-0003-2044-1658 ) ; Silveyra de La Garza, Marcela L.
Issue Date:
2013-04-24
Discipline:
Ciencias Sociales / Social Sciences
Keywords:
communicative practice; socialisation; interactive whiteboard; disciplinary knowledge; pedagogic ideology
Type:
Elemento
Appears in Collections:
Artículos de Revistas

Full metadata record

DC FieldValue Language
dc.contributor.authorFernández Cárdenas, Juan M.en
dc.contributor.authorSilveyra de La Garza, Marcela L.en
dc.date.accessioned2015-09-18T13:13:37Zen
dc.date.available2015-09-18T13:13:37Zen
dc.date.created2010-07-01en
dc.date.issued2013-04-24en
dc.identifier.urihttp://catedra.ruv.itesm.mx/handle/987654321/639en
dc.identifier.urihttp://hdl.handle.net/11285/577640en
dc.description.tableofcontents.en_US
dc.format.extent21en_US
dc.format.mediumDocumento escrito originalen_US
dc.language.isoenen
dc.relation.requiresRequiere contar con el software Adobe Acrobat Reader versión 3 o superioren_US
dc.rightsOpen Access-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleDisciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schoolsen_US
dc.typeElementoen
dc.coveragein Mexico from a linguistic anthropological perspective. Twenty lessons were video recorded to compare the use of IWBs and traditional boards in different areas of the curriculum in primary schools. Data were analysed as a set of sequenced communicative events in which participants construct knowledge together in a multimodal environment. The authors found, firstly, that teachers ask students – through the use of language and gestures – to show in sequence their understanding of the use of multimodal objects according to the goals set for the lesson and the knowledge privileged by an academic discipline. Secondly, pedagogic ideologies are an important aspect of students’ socialisation into disciplinary knowledge that is embodied in communicative practices. Implications from the research include recognising the communicative competence of participants for achieving joint collective goals, as well as suggesting the design of new participation frameworks with pertinent and creative problem-solving activities for promoting knowledge construction through talk in interaction.en_US
dc.subject.keywordcommunicative practiceen
dc.subject.keywordsocialisationen
dc.subject.keywordinteractive whiteboarden
dc.subject.keyworddisciplinary knowledgeen
dc.subject.keywordpedagogic ideologyen
dc.subject.disciplineCiencias Sociales / Social Sciences-
dc.agent.nameRamírez Montoya, María S.es
dc.agent.nameBurgos Aguilar, José V.es
dc.educationLevelPosgradoen_US
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