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I plan to do an action research case study on the integration of an interactive whiteboard (IWB) in my lesson planning. From being in the MET program, I’ve learned a lot about learning theories and have realized that I have prepared many teacher-led IWB lessons. My goal is to shift my teaching practices to reflect student centred lessons. The broad theory of constructivism will serve as the foundation for these lessons. I also want to structure my lessons so they use the affordances of the IWB. I don’t want to use the IWB as a traditional presentation tool. Some guiding questions I have for my self-study are:

Will I lose valuable class time by focusing on student-centred learning with the IWB?
What will the other students be doing when some are at the IWB?
What are the affordances of the IWB?
Are my students able to use the unique affordances of the technology or are they too young?
Will my students become bored by the IWB over time?
Are my students more motivated by the affordances of the technology or the hands-on tasks?
Is it more effective to use the IWB in small group or whole class instruction?
How do my students use the IWB differently when I am present compared to when I am not?

I intend to collect data by using a reflective journal, video tape, and student questionnaires. I would like to share my results with my staff because IWB are becoming increasingly popular at my school and I don’t feel that there has been enough Pro-D available for teachers to analyze the above questions. Pro-D that I have participated in was strictly about how the IWB functions and not about teaching practice. I want to record my journey of pedagogic change that IWBs enable to potentially help others do the same.