Disparity in Practice: Diverse Strategies among Teachers Implementing Interactive Whiteboards into Teaching Practice in Two Swedish Primary Schools

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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Foreign Countries; Computer Assisted Instruction; Visual Aids; Technology Integration; Focus Groups; Mixed Methods Research; Questionnaires; Teaching Methods; Teacher Workshops; Elementary School Teachers; Educational Needs; Program Implementation; Inservice Teacher Education; College School Cooperation; Teacher Attitudes; Educational Technology; Instructional Effectiveness; Interviews; Observation

10.1080/17439884.2011.586352

1743-9884

This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactive whiteboards (IWBs) in two Swedish K-6 schools. The purpose of the project was to generate results and insights of value when preparing student teachers for professional use of IWBs and to give school leaders guidelines when implementing IWBs. A range of methods were used to collect rich and varied empirical materials in this exploratory project. Judging from our data, it was obvious that the implementation process of IWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Over the course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. It also became increasingly clear during the study that there is a distinction between technical interactivity and pedagogical interactivity. Our results further suggest that training is needed when introducing these boards for future users. This training should include both technical instructions and pedagogical discussions. (Contains 1 table and 2 figures.)

As Provided

25

2012

EJ980815