It's not the whiteboard that is interactive ... IT'S THE TEACHER?

The good old days ...

It's amazing to see how much research has been published relating to Interactive White Boards (IWBs). One need only speak with John Murnane, a lecturer at the University of Melbourne in order to get a long list of references on the subject.


I am a bit of a technology shibboleth - or in my own words - the sort of person who feels that technology is not a necessity for children to learn. However, used appropriately it can lead to an enhanced and positive learning outcome. Nevertheless, educators must remember that uncovering the best way to deliver content needs to be the impetus for using a particular particular technology.

Back to the IWBs ... I've tried them and think that they are a great resource. The difficulty is the time taken to prepare content that is actually INTERACTIVE. For example, I have found that creating the content for one lesson was almost not worth the benefit. Of course, as you repeat lessons, the time invested becomes less of an issue. Perhaps for more skilled teachers, learning another skill is not so demanding? Then again, if that was the case, I am sure more teachers would be adopting the technology.


In addition to learning a new skill, the classroom layout must also be considered when using IWBs. If a class has a lot of natural light, it may be difficult to see the screen. In a few classes I have observed where IWBs were used, the teacher closed the blinds and turned most of the lights off. I found this to be a very drab learning environment. Also, the seating arrangement needs to be reviewed - perhaps the IWB could be used on the side as more of a 'group working space' instead of the sole screen for all digital content that gets delivered during a lesson (this is what I am seeing).


I aim to continue using IWB and hope to master my ability to make the technology work for me. The trick to remember is that it's not the technology that is interactive ... it is the teacher who is interactive! If a teacher doesn't (already) subscribe to student-based learning, then an IWB will be of little or no value. In fact, it may even become a distraction.


MD.