Learning from International Experiences with Interactive Whiteboards

This paper describes teacher strategies and experiences with interactive whiteboards (IWBs) and draws on thepublished research in this area to understand how a systemic approach to technology-based innovations inschools can contribute to quality education for all. It explores ways to support the cultural shift in teacher andlearner roles that helps to integrate the technology effectively into classroom teaching. It begins by consideringhow the features of IWB technology might potentially be exploited in the primary or secondary school classroomto support subject teaching and learning. International experiences of implementing IWB programs are thendescribed, mostly from the United Kingdom where integration efforts are the most prominent, and implicationsfor future intervention efforts are examined. The review concludes by defining the organisational conditions forenhancing teacher commitment and thus the likelihood for successful change. In particular, the role of teacherprofessional development is foregrounded and characteristics of effective programmes are outlined. Somecomments about the relative costs and benefits, and recommendations for policymakers, are made.