Wales Journal of Education
Authors: Howard Tanner (Wales Journal of Education) , Sonia Jones (Wales Journal of Education) , Steve Kennewell (Wales Journal of Education) , John Parkinson (Wales Journal of Education) , Helen Denny (Wales Journal of Education) , Cheryl Anthony (Wales Journal of Education) , Gary Beauchamp (Wales Journal of Education) , Bethan Jones (Wales Journal of Education) , Helen Lewis (Wales Journal of Education) , Anne Loughran (Wales Journal of Education)
Recent research indicates that the use of ICT to support traditional forms of classroom interaction is ineffective in improving learning and attainment. Instead, teachers are being encouraged to develop more dialogic pedagogies. This paper reports on a project which investigated the efficacy of Video Stimulated Reflective Dialogue (VSRD) as a school-based professional development tool for improving pedagogy in the use of ICT to support dialogic teaching. Parallels are drawn between the nature of the classroom interactions in dialogic teaching and the teacher/researcher interactions during the VSRD process. Distinctions are made between interactions which were dialectic rather than dialogic in character. Developing teachers' pedagogies requires complex changes and it is argued that such changes are best supported by more dialogic forms of VSRD.
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How to Cite: Tanner, H. , Jones, S. , Kennewell, S. , Parkinson, J. , Denny, H. , Anthony, C. , Beauchamp, G. , Jones, B. , Lewis, H. & Loughran, A. (2009) “Using Video Stimulated Reflective Dialogue to support the development of ICT based pedagogy in Mathematics and Science”, Wales Journal of Education. 14(2).