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Abstract
A self‐study methodology is used to explore the impact of introducing interactive whiteboard technology to a primary school classroom. Several key insights, described as ‘nodal moments’, provided the impetus for the teacher to review her practice, reconsider her students’ learning approaches and explore the relationship between the introduction of a new technology and the teaching and learning that was occurring in her classroom. In particular, she considers the nature of engagement and the ways in which the technology initially moved her away from an active pedagogy.
Notes
1. The joint authorship of this paper recognises the collaboration of the authors throughout the study and while writing this article. Parts of this article use the first person to preserve the teacher’s voice and provide the sense of immediacy, engagement and authenticity with which the original research report was imbued.
2. In this section, all text in italics is from the first author’s journal or other data source.