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Teacher conversations : building a learning community with interactive whiteboards

University of British Columbia

Of the many forms of technology that is available for use by teachers with their students in the classroom, interactive whiteboards (IWBs) demonstrate considerable potential in helping to meet the needs of students with diverse learning styles and to engage students during the learning process. Integrating elements of text, graphics, sound, video and the capability of the user to physically interact with the objects on the screen, the IWB has offered an innovative approach to teaching and learning interactively. For over five years, teachers at an elementary school in the Lower Mainland of British Columbia have expressed an interest in the innovative potential of IWB technology and have been using IWBs in their classrooms. Teachers have observed, discussed and documented multiple ways in which IWBs have supported teaching and learning. United by a common thread to improve their skills as IWB users, a group of teachers have voluntarily come together once a month after-school. Through a mutual strong desire and curiosity to enhance student learning, teachers engaged in conversations, and discussed issues related to the use of IWB technology in their classrooms through a teacher inquiry research group. This qualitative study identified key attributes of the Inquiry Group as well as examined how teacher conversations about interactive whiteboard technology have evolved into a learning community. Through inquiry meetings and electronic conversations on the Group’s wiki, teachers have created time to think deeply about how their practice has changed as well as share what has happened in their classrooms. Teachers have shown professional growth in their understanding about pedagogy and practice through conversations. Teachers reflected characteristics including respect, self-reflection, openness, curiosity, leadership, passion, cooperation and a willingness to learn. Conversations about IWB use were significant in facilitating teachers’ framing of their individual professional development and building of a network. It has enabled a group of teachers to come together to learn professionally and evolve into a community of learners.

Text

2010-04-16

Attribution-NonCommercial-NoDerivs 3.0 Unported

http://hdl.handle.net/2429/23753

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/3.0/