Cogill J (2008). Primary teachers’ interactive whiteboard practice across one year: changes in pedagogy and influencing factors. EdD thesis King’s College University of London.
This thesis investigates change in primary teachers’ pedagogical practice following one year’s interactive whiteboard experience and the factors that may influence whiteboard pedagogy. From my evidence I argue that teachers’ professional development in whiteboard practice should focus strongly on pedagogical skills to create dynamic classrooms through interactive teaching and learning. Three ‘telling cases’ indicate that a teacher may change his or her pedagogical practice regardless of an unsupportive environment, that those confident in ICT do not necessarily adapt their practice to the whiteboard and that head teachers may significantly influence teachers’ learning. My conclusions propose that positive progress in whiteboard pedagogical practice emerges from membership of a learning Community of Practice with an enthusiastic leader, informal paired mentoring and an individual’s personal disposition to learn.