Background

Although Interactive White Board (IWB) technology is relatively new, increasing numbers of teachers are exploring its use in classrooms. An emerging body of research is available. This site will provide you with an analysis of some of the findings and suggestions for further reading.

Perhaps one of the most important aspects of IWBs is their potential to assist teachers in addressing the challenge to adopt a ‘multiliteracies’ approach (Cope and Kalantzis, 2000). Multiliteracies is a term used to describe a new agenda for literacy teaching and learning. It addresses the impact of ever increasing diversity in language, culture and multimedia along with the growth in information technologies.

What is it to be ‘literate’ in the 21st century? New types of text have been created and different reading processes are needed to read these texts. Children starting school today have a visual and screen literacy that should be acknowledged in classroom practice. The IWB can harness this prior knowledge as different forms of text literacy are presented and explored by students and teachers using an IWB as a digital learning hub.

What Does the Research Say?

The following list of benefits is adapted from the UK ICT Research organization (BECTA). Other useful sites are included at the conclusion of this section.

General Benefits

Use of IWBs has been shown to increase enjoyment in lessons for students and teachers. There is greater variety in use of resources and more dynamic presentation of the lesson. Associated gains in motivation have been evident (Levy, 2002).

• Walker notes an increase in teaching time caused by teachers accessing web-based and other resources with greater efficiency (Walker, 2003).
• The use of IWBs across the curriculum and its application to all stages/ages of students is a beneficial outcome (Smith, A 1999).
• Compared to other forms of ICT there is more discussion and opportunities for student input into lessons (Gerard et al 1999).

Benefits for Students

• Students do not have to use a keyboard to access the IWB technology. This has proven to be particularly beneficial for students with a disability and for younger students (Goodison, 2002).
• Students understand more complex concepts because teaching is clearer, more efficient and more dynamic (Smith, H 2001).
• Students’ self confidence increases as they become more creative in demonstrating their learning to classmates (Levy, 2002).
• Teachers can cater to different learning styles as they call on a variety of resources to meet particular students’ needs (Bell, 2002).

Benefits for Teachers

• Teachers can share and re-use materials. This reduces workloads (Glover and Miller, 2001).
• Encourages teachers to change pedagogy and use more ICT in the classroom (Smith, 1999).
• Encourages teachers to be more spontaneous and flexible and to use a much wider range of resources (Kennewell, 2001).
• Allows teachers to teach from the front of the class using ICT (Smith, H 2001).

Interested in more information?

Full details of the citations above are available through the British Educational Communications and Technology Agency (BECTA) at: http://www.becta.org.uk/research

An informative series of newsletters covering practical ideas for those considering the use of IWBs can be found at: http://www.thereviewproject.org