The fit between existing educational practices and promoted classroom use of information and communication technologies is increasingly recognized as a factor in successful integration of such technologies in classroom practice. Using a descriptive multiple‐case study design, we characterize the types of information and communication technology (ICT) use resulting from a ‘concept‐guided’ approach in five schools. Teachers at schools characterized as having a ‘traditional’ or an ‘innovative’ school concept were supported in designing and implementing ICT‐enhanced learning arrangements that fit their schools' educational concept. In the traditional schools, ICT was primarily applied to extend and support the use of standard teaching materials in mostly teacher‐directed activities. The innovative schools on the other hand used ICT tools primarily to support open‐ended activities with a lot of input from the pupils. All five schools expected ICT to increase pupils' motivation, improve learning results, promote self‐directed learning, and enable differentiation between pupils. Yet underneath these goals, we find distinct differences in expectations between the two school types.

One of the main affordances of the interactive whiteboard (IWB) is its potential for increasing classroom interactivity, yet little is known about the interactivity it supports in schools with different educational concepts. In this study we analysed what types of wholeclass interactivity the IWB supports in schools with either a traditional or an innovative school concept. Interactivity was operationalized in terms of operation of the IWB, control of the IWB content, and the whole-class dialogue. A cross-case analysis of videotaped lesson observations revealed patterns in the interactivity related to school type. Comparison of the prevalent interactivity patterns at the two school types shows that students at the innovative schools had a more active role in the content of the IWB-supported lessons than those at the traditional schools. The students at the traditional schools operated the IWB more often, which coincided, however, with little or no student control of the IWB content and with whole-class dialogue that focused on knowledge transmission. At the innovative schools the active student role regarding lesson content did not coincide with student operation of the IWB. These findings indicate a link between the school's educational concept and the type of interactivity in IWB-supported lessons. IntroductionOver the past decade the interactive whiteboard (IWB) has proved to be a valuable tool for teaching and learning. Earlier research on the use of the IWB as a pedagogical tool mainly explored the potential it might hold for education, as Glover, Miller, Averis, and Door (2005) show in their literature review. More recent studies focus on the advantages and disadvantages of the IWB as an educational tool (Cutrim Schmid, 2008;Slay, Siebörger, & Hodgkinson-Williams, 2008;Somyürek, Atasoy, & Özdemir, 2009) or investigate how the IWB is actually being used in pedagogical settings (Smith, Hardman, & Higgins, 2006;Haldane, 2007;.Findings suggest that the IWB can be used to support different types of classroom interactivity. Although Smith et al. (2006) find in their study that the IWB is mostly used for whole-class teaching with a relatively high pace and frequent yet short student answers, other studies show that it can support both a teacher-directed and a more student-directed pedagogic approach to whole-class teaching (Gillen, Kleine Staarman, Littleton, Mercer, & Twiner, 2007). In this study we investigate what types of interactivity occur in IWB-supported lessons in schools with either a teacher-directed pedagogy or a student-directed pedagogy. Classroom interactivity supported by the IWBAfter the introduction of the IWB into the classroom arena, most studies focused on the use of the IWB to support whole-class lessons . More recent studies focus on the use of the IWB in individual and group work by students as well, for instance in collaborative tasks in which children share ideas about a topic .Its potential for supporting classroom interactivity is one of the main reasons given by teachers for adopting ...

The integration of technology into the classroom remains a challenge for those involved. A concept-guided approach to the development of technology has been suggested as a way of meeting this challenge. This multiple case study was performed in the context of a project in which five elementary schools in The Netherlands with a school concept that was labeled as either 'traditional' or 'innovative' developed and realized up to four technology-supported learning arrangements in line with their schools' educational concepts. Through embedded case studies, including analysis of the learning arrangements and focus group interviews with the teachers involved, we found that in general the developed technology use became integrated in the teachers' classroom practices at all schools to a similar extent. Some differences were found between the schools, but hardly any were found between the school types. Both practical and theoretical implications of these findings are discussed.