Developmental Dimensions of Innovation

Abstract

We have now reached the point in the study where the findings from the first three chapters of Part III can be brought together, allowing us to synthesise our analyses of the different teacher profiles which were identified and draw conclusions about the patterns of professional development observed in the study. In this way we can make claims about the different dimensions of teachers’ IWB-mediated classroom practice and their reflections on their teaching, showing how differential progress in each can lead perhaps to different outcomes in the language classroom, and certainly to a variety of attitudes to technology-driven innovation which can influence teaching practice. These dimensions of teacher development can then be combined to produce a developmental framework for IWB-mediated language teaching which fits the different patterns of teaching practice and reflection observed among the nine teachers in the present study and offers a model for teacher education and for further research, as well as a starting point for similar work with other technologies.