Developing middle leaders of English and Science in the use of smart board technology

Context: Lahore Grammar School, Sheikhupura, established in 2014, has seen significant growth, reaching over 800 students across two campuses. However, the school's technological infrastructure is inadequate, leading to a reliance on traditional teaching methods. This situation prompted the need for inclusivity and enhanced learning experiences through the integration of smart board technology and ongoing teacher training. Aims: The primary aim of the research was to develop middle leaders and teachers, particularly in the English and Science departments, in their capacity to integrate smart boards into their instructional practices. This initiative sought to empower both educators and students to utilize technology effectively to enrich learning. Methods: A qualitative methodology was adopted, which included focus groups, interviews, observations, and surveys over an academic year. The program involved hands-on training workshops designed to improve teachers' technological proficiency in smart board usage. Continuous reflection through a digital journal was also employed to document personal experiences and observations throughout the implementation process. Findings: Key findings indicated that while some teachers exhibited strong proficiency in integrating technology, others struggled due to limited exposure and experience. The study revealed a general enthusiasm about the potential of smart boards to enhance student engagement and learning outcomes. Nevertheless, technical difficulties and the need for extensive ongoing training were significant challenges. Parents expressed interest in understanding the technology integration, signaling the community's desire for collaboration and transparency. Implications: The research illustrates the critical role of teacher development in successfully adopting technology in educational settings. Other educators may learn from the importance of structured training and the necessity for administrative support in transitioning to technology-integrated classrooms. Furthermore, addressing diverse training needs can foster inclusivity and significantly enhance learning experiences across various student demographics.

Keywords (free text)

smart board technology, teacher training, middle leaders, inclusive education, classroom engagement

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1186
https://doi.org/10.71779/232

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British Council Partner Schools: Action Research for Schools, 2024