Using the interactive whiteboard to scaffold a metalanguage

Teaching higher order thinking skills in preservice teacher education

Neil Harrison*

*Corresponding author for this work

Research output: Contribution to journalArticle

8 Citations (Scopus)
9 Downloads (Pure)


This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice teachers. The IWB provides an effective stimulus for teaching this metalanguage insofar as it offers the user scaffolding affordances to plan and design higher order thinking (HOT) activities when otherwise the task can appear too difficult to achieve, especially for the younger preservice teachers. But risks await those preservice teachers who grant the technology a determinant model of materiality.

Original languageEnglish
Pages (from-to)54-65
Number of pages12
JournalAustralasian journal of educational technology
Issue number1
Publication statusPublished - 2013

Bibliographical note

Copyright in individual articles contained in Australasian Journal of Educational Technology is vested in each of the authors in respect of his or her contributions. Copyright in AJET is vested in ASET (1985-86), AJET Publications (1987-1996), and ASCILITE and ASET (from 1997). Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further rights please contact the publisher.

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