There have been mixed opinions on the effectiveness and use of IWBs by my colleagues during our first professional experience and by the teaching body as a whole as they have slowly become a centrepiece of the Primary classroom. Some mentioned the trouble and time it took to prepare Notebook slides and activities the night before a lesson and the ICT issues encountered during the lesson which made theirs a dreaded first experience. On the other hand, my personal experiences have only been positive with the IWB giving the opportunity to engage and motivate students through interactive activities and access to multiple modes of learning and information.

The interactive aspect of the IWB is of key importance as reiterated by Higgins, Beauchamp and Miller (2007), through a three stage process of interaction:

  1. Using the IWB to support traditional didactic teaching.
  2. Stimulation of interactivity through questioning and involvement of pupils.
  3. Enhancement of the interactive experience through using the technology to stimulate and develop interactive learning.

This is also in line with the move towards New Literacies as the IWB provides a foundation for its delivery in the classroom. Whilst it may not be proven that IWBs impact student outcome, it has definitely redefined the teacher student relationship and interaction in the classroom for the better where it is used effectively as an ‘Interactive’ White Board.


Higgins, S., G. Beauchamp, and D. Miller (2007), Reviewing the literature on interactive whiteboards, Learning, Media and technology32(3), 213-225.



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