Into the unknown: the professional development induction experience of secondary mathematics teachers using interactive whiteboard technology

Abstract

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.