Posts Tagged ‘IWB’

It is dangerous to assume that Interactive Whiteboards (IWBs) infallibly enhance learning because they are interactive. Higgins, Beauchamp and Miller (2007)  make clear that teachers are still the pivotal determinant in student learning, with or without an IWB.

On reflection of my professional experience, we only used the IWB as a projector screen, with the teacher using the computer and students contributing answers orally. When I asked why it wasn’t used more interactively, she said she would need to transfer her lesson plans and programs into the software, and it always required recalibration. Reluctantly, she showed me how to use the software but I felt it was an opportunity wasted, both for myself and for the students.

While the advantages of IWBs are many, including multimodality, immediate feedback, efficiency, maintains attention and caters to different learning styles, teachers and students require training and support to fully utilise the technology in embedded, meaningful practice. Without doing so, it may lure teachers into the trap of reinforcing teacher-led pedagogy, and this is why handover to students is important.



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

The Lost Thing IWB lesson procedure:

1. Read the Lost Thing to students
2. Bring up IWB file on Smartboard

3. Explain the purpose of the lesson: To explore how Shaun Tan uses particular images and setting to create a certain mood and feeling.

4. Show image of last page. Ask ‘how does Shaun Tan want us to feel about this image? ‘can anyone suggest what about the image makes you feel this way?’

5. Explain that we are going to change the mood and feeling of this image by adding to the setting.

6. Demonstrate how to click and drag an item into the image, modelling how to give a reason for your choice, eg. ‘I’m going to add this butterfly, because they remind me of being out in the sunshine, which makes me feel warm and content.’ Check your prediction to see if your edit alters the mood of the image.
7. Click and drag the corresponding adjective under the image.

8. Have various students come up to IWB and repeat Steps 6 and 7.

9. Hold a discussion of how images and setting change the mood and feelings of a book.


See this screen shot of our IWB workfile below:Image