Dave Miller

Reviewing the literature on interactive whiteboards

The aims of this article are to review the existing literature on the introduction and use of interactive whiteboards (IWBs) in schools and to summarise the key issues arising from this analysis in order to provide a context for the articles which follow in this special issue of Learning, Media and Technology. The article reviews the evidence about the initial adoption of the technology in classrooms, the existing empirical evidence of its impact on teaching and learning in schools as well as presenting an analysis of some of the underlying theoretical and conceptual issues.

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

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.

Presentation or mediation: is there a need for ‘interactive whiteboard technology‐proficient’ teachers in secondary mathematics?

In this discussion piece the authors reflect on work over the past decade, arguing that mathematics teachers have developed technical proficiency in the use of interactive whiteboard hardware and associated software before using this to develop confidence in creating and modifying materials to be used with commercially produced programs in supporting interactive learning. If it is accepted that skills come first and that the technologically competent teacher will seek more interactive and dialogic approaches, there is a message for those who offer professional development. If, on the other hand, teachers appreciate the gains from pedagogical interactivity and are then motivated to seek new technological capability, an alternative response to need may be appropriate.

Teachers and technology: pre-service training for mathematics

New criteria in England and Wales require that all newly qualified teachers must be able to demonstrate a working knowledge of information technology to a certain standard. The first part of this paper illustrates an innovative approach taken by one institution while the second part provides more details of the IT component for mathematics.