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Technology Shaping a Democratic Classroom: The Livingstone Case Study

Over the past fifty years, teaching practice and principles have shifted from an emphasis on reproducing knowledge by rote learning to transforming knowledge via meaningful experiences (Cairncross & Mannion, 2001). Of the many forms of technology that are available for use by teachers with their students in the classroom, interactive whiteboards have demonstrated considerable potential in helping to meet the needs of students with diverse learning styles and to engage students during the learning process (Beeland, 2002; Glover, Miller, Averis & Door, 2005; Smith, Higgins, Wall & Miller, 2005). Allowing for collective viewing, interactive whiteboards have permitted teachers and students to interact with technology in a manner that has not been previously possible (Glover et al., 2005). The technology has permitted a multimodal approach that allows participants to move beyond language ABSTRACT