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

dc.creatorFernández Cárdenas, Juan M.
dc.creatorSilveyra de La Garza, Marcela L.
dc.date2015-09-18T13:13:37Z
dc.date2015-09-18T13:13:37Z
dc.date2010-07-01
dc.date2013-04-24
dc.date.accessioned2018-03-16T18:30:43Z
dc.date.available2018-03-16T18:30:43Z
dc.identifierhttp://catedra.ruv.itesm.mx/handle/987654321/639
dc.identifierhttp://hdl.handle.net/11285/577640
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1213609
dc.description.
dc.format21
dc.formatDocumento escrito original
dc.languageeng
dc.relationRequiere contar con el software Adobe Acrobat Reader versión 3 o superior
dc.rightsOpen Access
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectcommunicative practice
dc.subjectsocialisation
dc.subjectinteractive whiteboard
dc.subjectdisciplinary knowledge
dc.subjectpedagogic ideology
dc.subjectCiencias Sociales / Social Sciences
dc.titleDisciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools
dc.typeTesis
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.


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