Interactive whiteboards as potential catalysts of pedagogic change in secondary mathematics teaching

It has been established that the use of interactive whiteboards (IWBs) does not of itself imply interactive pedagogy. Indeed it has been argued that precursors for a change from teacher-centred to interactive pedagogy include a high degree of technical IWB competence. Based on the responses of secondary mathematics teachers at one school to a brief professional learning program we suggest that awareness of the potential of IWBs to enhance student engagement and hence learning, and commitment to collaboration and improved teaching, can motivate experimentation with the technology such that technical competence and pedagogical change occur together.