| This study employed a mixed model approach to investigate the use of interactive white boards among a group of teachers in a small, northern public school system. Interactive whiteboards were new to these schools and little was known about the effects this technology had upon the teachers' pedagogies and teaching strategies. The purpose of this study was to evaluate those effects by determining the frequencies, levels, and types of interactive whiteboard utilization. The participants were also asked to identify the professional development supports that would assist them to improve the effectiveness of their use of interactive whiteboards. Following the analyses of the quantitative and qualitative data, the combined results of the study were used to prepare a description of the pioneers' utilization of interactive whiteboards and identify professional development recommendations to facilitate the integration of whiteboards in this school system. |
