Abstract
Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers’ adoption and integration fell along a continuum, from the technologically confident “early adopter” to the low-use “resistant adopter.” Patterns of use are explored by extracting data from representative teachers’ practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.
Highlights
Interactive whiteboards (IWBs) are becoming standard technology in many elementary, secondary, and college classrooms across the globe
Participating teachers came from technology-rich schools, with access to IWBs, laptop computers, the Internet, and various other hardware and software
The majority of our teachers fell between these two extremes, using the IWB sometimes, for well-defined purposes, and with varied success
Summary
Interactive whiteboards (IWBs) are becoming standard technology in many elementary, secondary, and college classrooms across the globe. Integration of the IWB is highest in Europe (73%), and quite prevalent (between 35% and 50%) in other countries including Denmark, Australia, and the United States [1]. Research on technology trends suggests that these numbers will increase in the coming years [2]. Similar to the traditional whiteboard and projector set-up, teachers can use IWBs to project content to students. The new technology opens up a host of additional possibilities. The IWB enables teachers to save annotations, email them to students, and post them to their class website. Teachers and students can resize, rotate, zoom, and otherwise manipulate onscreen text and objects, and multiple students can interact with the board simultaneously, creating opportunities for student-centered instruction
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