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This study investigates the implementation of an Interactive Whiteboard (IWB) professional development program on instructional practices of elementary teachers. The research assesses to what extent teachers implement IWB-related strategies (e.g., technology-pedagogy correspondence, interactivity types, teaching-learning mode, differentiated learning, student-centered learning, multimedia principles, and appropriate design of IWB slides) in their instructional practices after completion of a 30-hour IWB professional development program. A case study design was used. The data was collected immediately after the course using the instrument for assessing IWB lessons through non-participant observations of 43 elementary teachers coming from different subject-matters and schools. The results are discussed in terms of constructivist and cognitive approaches to teaching and learning. Consistent with the constructivist pedagogy, teachers encouraged IBW-student interactions; however, they did not stimulate enough student-student communication. They adapted non-linear learning techniques across the Internet; however, they continued the linear use of prepared IWB files. The lessons' time was divided between the whole class teaching (50%) and more differentiated individual or small group activities. The teachers functioned more as "guide on the side", scaffolding student learning, rather than transferring knowledge. Regarding the cognitive approach, the participants' abilities to apply the multimedia principles and the level of their digital design skills were very high. IWB programs should promote interactivity among students, emphasize saving IBW files for further review, and using nonlinear learning through IBW files.

interdisciplinary journal of e-skills and lifelong learning

Teachers for "Smart Classrooms": The Extent of Implementation of an Interactive Whiteboard-based Professional Development Program on Elementary Teachers' Instructional Practices