Interactive Whiteboards

A definition or overview of educational purposes of this application

Often referred to by brand names such as “Smartboard” an IWB (Interactive White Board) involves the image generated by a computer being projected onto a touch sensitive screen the size of a conventional whiteboard, where a touch is the equivalent to a mouse click. Each IWB within a school can be networked together allowing files to be shared between classes, each with access to the Internet.

Classroom examples

Richardson Primary School, ACT
This school has been integrating Interactive Whiteboard technology into classrooms since early in 2002. Since this time Richardson Primary has been acknowledged as a path finding school with regards to the use of this technology to enhance student learning. The following links are to papers written about Richardson's IWB initiative. (And see readings below for further publications):
Pedagogy underpinning enhanced teaching using an IWB in a P-3 context (PDF 1.4 MB)
This paper was presented as part of the 2006 National School’s Conference: Early Childhood Education P-3, May 2006, Powerhouse Museum, Sydney.
Using IWBs to enhance Maths teaching (324 KB)
This paper was first Published in Australian Primary Mathematics Classroom – Journal of the Australian Association of Mathematics Teachers, Volume 11 Number 2, 2006.

Hint sheets on how to use the application

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

Erikson, D.&Grant, W. (2007). Student perceptions of IWBs as a teaching and learning medium. Australian Educational Computing, 22 (2), p10-16
[Australian research which focuses on students’ metacognition in relation to the use of IWBs
Kearney, M. & Schuck, S. (2008). Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing, 23 (1), p8-13
[This article explores the use of IWBs in six Australian school settings (primary and secondary), with focus on the interactions between the new technology, pedagogy and the social conditions of the classroom. It raises important questions regarding the current tendency for IWBs to be used as a demonstration tool, thus reflecting “traditional, didactic pedagogies” (ie. whole class, teacher-centred interactions) and how “the formation of new pedagogies is vital if we are to use them to their fullest potential” (p12)]
Kennewell, S. (2006). Reflections on the interactive whiteboard phenomenon: a synthesis of research from the UK. Paper presented at the AARE conference, Adelaide, Australia, 26-30 November 2006. Retrieved 5 November 2008.
[A really useful overview of issues; although UK based, still relevant to Australian conditions
O’Hanlon, C. (2007). Board certified: only with the right training can teachers use interactive whiteboards to bring the learning environment to life. THE Journal, 34 (6), p30-35
[A short article emphasising the need for teacher training
Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, p91-101
[Although again UK-based, a useful review of the overwhelmingly positive views about the impact and potential of IWBs – raises some useful questions]

Richardson Primary School, ACT, further publications:

e-Teaching and Interactive Whiteboards (PDF 470 KB)
This paper was presented as part of the Australian Computers in Education Conference - Adelaide 2004
e-Teaching: The Elusive Promise (PDF 330 KB)
This paper was presented as part of the 15th International Conference of the Society for Information Technology and Teacher Education (SITE 2004) Atlanta, USA, March 2004.
See also the “Professional Reading” link on IWBs at EdNA

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