NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ772453
Record Type: Journal
Publication Date: 2007-Sep
Pages: 13
Abstractor: Author
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1743-9884
Into the Unknown: The Professional Development Induction Experience of Secondary Mathematics Teachers Using Interactive Whiteboard Technology
Miller, Dave; Glover, Derek
Learning, Media and Technology, v32 n3 p319-331 Sep 2007
This article examines the approaches to professional development for staff in mathematics departments in seven secondary schools when interactive whiteboards were provided under a government funded project. The analysis is based on observations of video-recorded lessons taught in the schools immediately after the technology was installed and again after two terms use. In this way, it was possible to complete a longitudinal study of change for a total of 22 staff in the schools for both sets of recordings and to gather a narrative of their experiences using a structured interview approach. Evidence suggests that the technology was either installed with minimum IWB training or installed with a general technological and pedagogic introduction or installed with continuous mentoring either from advisors or a "missioner" member of the department. In those schools, characterised by the latter pattern, there appears to have been a more rapid progression from didactic to interactive teaching approaches and our conclusion is that effective interactive whiteboard teaching requires continuing professional development and specific personal coaching with a consideration of both interactive whiteboard techniques and pedagogy. (Contains 2 tables and 1 figure.)
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/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A