Abstract
The article focuses on a one-to-one computing initiative in the Czech Republic in which netbooks were implemented in the teaching of mathematics in three primary schools. The research questions were: How and for what purposes do mathematics teachers at the three schools use interactive whiteboards and netbooks? What didactic practices do they employ with these ICT tools? What are the pupils' and teachers' perceptions of netbooks? The methodology consists of video-recordings of lessons taught by the three teachers, of Diaries in which the teachers recorded the use of ICT in lessons, of semi-structured interviews with pupils and teachers and observations of lessons.
The recordings of lessons were analysed qualitatively for the use of netbooks and an interactive whiteboard, mainly for the specific purposes and ways of implementation. The data from the Diaries were elaborated in a statistical way.
The pupils' and teachers' interviews were scanned for repeating themes. The results consist of the description and comparison of the use of netbooks and an interactive whiteboard by three mathematics teachers in terms of time ranges, purposes and material used.
The detailed analysis of episodes with these ICT tools identified in the lessons showed that the interactive potential of both tools was not fully used. The interactive whiteboard was often used by the teachers only, and/or as a substitute for a usual whiteboard and netbooks were utilised for activities easily accomplished without them.
Mostly revision and practice tasks the same as in non-ICT teaching were used. Our study confirms the results of similar research in that a) pupils enjoy working with ICT tools and feel motivated for the subject, b) teachers perceive their teaching as more effective, c) the use of ICT does not necessarily change a teaching style, d) mostly individual work is encouraged as opposed to pair or group work, e) teachers need support.