The interactive whiteboard (IWB) is a piece of expensive hardware and technology which has little evidence supporting the fact that it will contribute to high achievements.
When teachers use IWBs for whole class instructions and students have to wait and watch their peers interact one-on-one with the board, not only are we turning students into spectators instead of active participants and critical thinkers (Paton, 2007) but we are also wasting my valuable instructional time. According to Higgins, Beauchamp & Miller (2007), schools often obtain new technology without adequate resources to support the use or professional development to train teachers how to effectively use the equipment. With the lack of that, teachers are more reluctant to make technology an important element of their interactive classroom.
With that said, it IWBs do have their benefits. Many teachers has said that it increases student engagement as well as classroom interactivity. It is also an effective visual representation especially in classes such as maths and science where most concepts involves processes. IWBs can be use initially without a massive shift in pedagogy but may gradually afford shifts in pedagogical changes over a period of time (Winzenried, Dalgarno & Tinkler, 2010). In my science classes, I like to use animated and interactive
science clips such as BrainPoP to highlight key concepts and tend to play that on the interactive whiteboard. In addition, I also display digital resources and simulation on the hardware. The most memorable lessons for my students is looking at the live results of Kahoot!
Higgins, S.,Beauchamp,G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225.
Paton, G. (2007). Whiteboards “are turning pupils into spectators.” Telegraph.co.uk Available at: http://www.telegraph.co.uk/news/uknews/1540912/Whiteboards-‘are-turning-pupils-into-spectators’.html
Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology, 26(4). http://dx.doi.org/10.14742/a jet.1071