Study On The Application Of Interactive Whiteboards In Primary School Classroom Teaching From The Perspective Of Affordance

With the rapid development of information technology,the interactive whiteboard,as a new teaching media,is gradually entering schools,and is expected to become a common equipment in classroom teaching.In this context,the application of interactive whiteboard in classroom teaching has gradually become the focus of research.Twenty years ago,educational information technology expert Larry Cuban asked a challenging question: Is technology worth the investment? Now,the interactive whiteboard faces similar challenges.The literature review shows that the existing study literatures are mostly from the theoretical or technical level,and pay insufficient attention to the application of human beings in practical situations.As a bridge between communication technology and teaching,the theory of affordance not only focuses on the objective attributes of technology,but also emphasizes individual perception and application of objective attributes,which provides a theoretical basis for this study.Therefore,based on the theory of affordance,this study aims to explore whether teachers have fully applied the interactive whiteboard in primary school classroom teaching.This study takes "affordance" as the theoretical basis,redefines the concept of affordance,and classifies it using three dichotomies: technical affodances and pedagogical affordances,perceived affordances and potential affordances,traditional affordances and non-traditional affordances.On this basis,the framework of technical and pedagogical affordances of the interactive whiteboard is constructed respectively,and on Yi Shi Yi You Ke.com,stratified random sampling section lesson 48 cases,from two aspects of technical affordances and pedagogical affordances to analyze the application of interactive whiteboard and its grade and subject differences,and the conclusions are as follows.In the current primary school classroom teaching,teachers perceive most of the technical affodances,but there are still potential technical affodances.Teachers use the interactive whiteboard in all teaching activities,but the traditional pedagogical affordances are the main.Moreover,the use of interactive whiteboard by teachers varies by grade and subject.In terms of technical affodances and pedagogical affordances,the interactive whiteboard has been more fully used in classroom teaching in upper grade and mathematics classroom teaching.In addition,there are individual differences in teachers’ use of the interactive whiteboard in terms of technical affodances and pedagogical affordances.On this basis,this study puts forward specific suggestions for different groups to promote the effective application of interactive whiteboard.For the developers of interactive whiteboard,they should take into account different disciplines,enrich disciplinary resources,and list the teaching activities that may be suitable for the affordance of technology in the content of the user manual.For teachers,it is necessary to strengthen the learning of technology,improve the application ability and level,make full use of the interactive control function to explore and cooperate in teaching,pay attention to the immediate feedback function of the interactive whiteboard,and use the record storage function to summarize and expand the classroom.For the school management,it is necessary to pay attention to the teaching effect of teachers’ application of interactive whiteboard,provide whiteboard equipment for teachers by classification,guide teachers’ application equipment by grade and subject,and carry out teaching and research activities centering on the application of interactive whiteboard.