A New Interactive Whiteboard Pedagogy through Transformative Personal Development

The chapter aims to identify and describe the professional development critical success factors that underpin the successful implementation of digital interactive whiteboard technologies. It draws heavily on in-depth, government-commissioned evaluations of IWB implementation in England (Somekh et al., 2007) and Scotland (Pearson et al., 2004) in which findings derived from the analysis of digitally-recorded observed lessons, and interviews with teachers and pupils. These studies reported significant embedding of the technology, at primary and secondary level respectively, and the emergence of a new pedagogy to which pupils responded positively (see also Haldane, 2005a, 2007, 2008). Others drew attention to less successful implementations (Higgins et al., 2005; Moss et al., 2007) where limited use of the affordances of the technology was made, and consequently, the introduction of IWBs resulted in a disappointing impact in the classroom. ABSTRACT