V. Amstrong, S. B. Barnes, R. J. Sutherland, S. Curran, S. Mills et al., Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology, Educational Review, vol.20, issue.2, pp.457-469, 2005.
DOI : 10.1145/301153.301168

V. Armstrong and S. Curran, Developing a collaborative model of research using digital video, Computers & Education, vol.46, issue.3, pp.336-347, 2006.
DOI : 10.1016/j.compedu.2005.11.015

L. Beardsley, D. Cogan-drew, and F. Olivero, Videopaper: bridging research and practice for pre-service and experienced teachers, Video research in the learning sciences. Hillsdale, 2007.

D. Clarke, Research Design for the Learners' Perspective Study, 1999.

D. Clarke, The Learner's Perspective Study: methodology as the enactment of theory of practice', Paper presented at the interactive symposium, International Perspectives on Mathematics Classrooms', at the Annual Meeting of the American Educational Research Association, 2002.

M. Cole and Y. Engeström, A cultural-historical approach to distributed cognition, Distributed Cognition, 1993.

A. Edwards, P. Gilroy, and D. Hartley, Rethinking teacher education: Collaborative responses to uncertainty, 2002.

Y. Engeström, Learning by expanding: An activity-theoretical approach to developmental research, 1987.
DOI : 10.1017/CBO9781139814744

Y. Engeström, R. Miettinen, and R. Punamäki, (1999) Perspectives on activity theory

K. Facer, J. Furlong, R. Sutherland, and R. Furlong, Screenplay: Children and computing in the home, 2003.
DOI : 10.4324/9780203380772

M. Gall and N. Breeze, Music composition lessons: the multimodal affordances of technology, Educational Review, vol.9, issue.3, pp.415-434, 2005.
DOI : 10.4324/9780203402894

URL : https://hal.archives-ouvertes.fr/hal-00190406

D. Glover and D. Miller, Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school, Journal of Information Techology for Teacher Education, vol.2, issue.3, pp.257-277, 2001.
DOI : 10.1080/14636310120048047

J. Greeno, A. Collins, and L. Resnick, Cognition and Learning in, Handbook of Educational Psychology, 1996.

B. Jaworski, Research Practice into/influencing Mathematics Teaching and Learning Development: Towards a Theoretical framework based on co-learning partnerships, Educational Studies in Mathematics, vol.54, issue.2/3, pp.249-282, 2003.
DOI : 10.1023/B:EDUC.0000006160.91028.f0

P. John and J. Prior, Conceptions, contentions and connections: how teachers read and understand different genres of educational research Learning and teaching where world views meet, 2003.

P. John and P. Triggs, From transaction to transformation: information and communication technology, professional development and the formation of communities of practice, Journal of Computer Assisted Learning, vol.20, issue.6, pp.426-439, 2004.

S. Kennewell, Researching the influence of Interactive Presentation Tools on Teacher Pedagogy', paper presented at BERA, 2004.

P. Knight, . Pennant, and J. Piggott, What does it mean to 'use the interactive whiteboard' in the daily mathematics lesson?, pp.14-16, 2004.

C. Lankshear, I. A. Snyder, and B. Green, Teachers and technoliteracy: Managing literacy, technology and learning in schools, 2000.

P. Levy, Interactive Whiteboards in learning and teaching in two Sheffield schools: a developmental study', Department of Information Studies, p.15, 2002.

C. P. Lim and S. B. Barnes, Those Who Can, The Pivotal Roles of the Teacher in the Information and Communication Technologies (ICT) Learning Environment, 2002.

L. Lindkvist, Knowledge Communities and Knowledge Collectivities: A Typology of Knowledge Work in Groups*, Journal of Management Studies, vol.5, issue.6, pp.1189-1210, 2005.
DOI : 10.1287/orsc.13.3.339.2780

N. Mercer, N. Wegerif, and L. Dawes, Children's Talk and the Development of Reasoning in the Classroom, British Educational Research Journal, vol.7, issue.1, 1999.
DOI : 10.1080/0268093920070103

S. Mills, Who's a Smartie, Micromath, Autumn, pp.17-23, 2004.

S. Mills, Technology, classroom spaces and lesson structure. Unpublished MSc dissertation for Education, 2007.

R. Pea, Practices of distributed intelligence and designs for education, Distributed Cognition, 1993.
URL : https://hal.archives-ouvertes.fr/hal-00190571

D. N. Perkins, Person-plus: a distributed view of thinking and learning, Distributed Cognition, 1993.

B. Rogoff, Cognition as a Collaborative Process, 1998.

R. Säljö, Learning as the use of tools: A sociocultural perspective on the human-technology link Learning with computers: Analysing productive interaction, 1999.

R. R. Sutherland, P. John, and S. Robertson, Teaching for Learning Mathematics Improving classroom learning with ICT, 2006.

R. Sutherland, V. Armstrong, S. Barnes, R. Brawn, N. Breeze et al., Transforming teaching and learning: embedding ICT into everyday classroom practices, Journal of Computer Assisted Learning, vol.18, issue.6, pp.413-425, 2004.
DOI : 10.1111/j.1365-2729.2004.00104.x

URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.461.186

R. J. Sutherland, G. Claxton, and A. Pollard, Learning and teaching where world views meet, 2003.

R. Sutherland, S. Robertson, and P. John, Interactive education: teaching and learning in the information age, Journal of Computer Assisted Learning, vol.4, issue.6, pp.410-412, 2004.
DOI : 10.1111/j.1365-2729.2004.00100.x

URL : https://hal.archives-ouvertes.fr/hal-00190755

A. Taylor, E. Lazarus, and R. Cole, Putting languages on the (drop down) menu: innovative writing frames in modern foreign language teaching, Educational Review, vol.81, issue.1, pp.435-456, 2005.
DOI : 10.1111/j.1469-7610.1976.tb00381.x

I. Thompson, PhD upgrade proposal, The Process of pupils' writing using ICT, 2006.

L. S. Vygotsky, Mind in Society, 1978.

J. Wagner, The Unavoidable Intervention of Educational Research: A Framework for Reconsidering Researcher-Practitioner Cooperation, Educational Researcher, vol.26, issue.7, pp.13-22, 1997.
DOI : 10.3102/0013189X026007013

E. Wenger, Communities of practice: learning, meaning and identity, 1998.
DOI : 10.1017/CBO9780511803932