A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment

This is a case study of a team of teachers using collaborative inquiry to design new approaches for teaching and learning with digital technologies. The findings are significant because they, firstly, highlight the value of teachers using theoretical lenses to understand the complex influences on their practice, and secondly, identify the contributing factors to changes in practice. Implementing new approaches involved personal transformative learning for each teacher. This was shaped by prior practice, attitude to innovation, and willingness to explore new classroom roles, relationships and actions. Collaborative inquiry resulted in increased trust, openness and confidence