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Pedagogical research often focuses on learners’ experience of technologyenhanced learning environments. It is widely accepted that effective use of Information and Communication Technologies (ICT) in learning requires the learner to be already fluent in them (Lai and Morrison 2013: 154). If this is the case, then practitioners also need to be competent, yet the digital literacy of today’s learners often appears greater than that of practitioners. This translates into a big gap between learners and practitioners in ability and confidence in the use of ICTs.
In this paper, we present the outcomes of a research project funded by the University of Wollongong (UoW) on the creation of innovative teaching resources to integrate Interactive WhiteBoards (IWBs) more effectively in the classroom. It also provided training opportunities to improve quality learning and teaching practices and standards embedded in course design and delivery.