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ERIC Number: EJ768794
Record Type: Journal
Publication Date: 2007-Jan
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0025-5785
How Interactive Is Your Whiteboard?
Tanner, Howard; Jones, Sonia
Mathematics Teaching Incorporating Micromath, n200 p37-41 Jan 2007
In this article, the authors question the assumption that interactive whiteboards (IWBs) automatically lead to interactive teaching. The authors contend that although IWBs have features that offer great potential for the development of highly interactive teaching approaches, it may be the case that teachers must have made the transition from superficial to deeper interactive pedagogies in a non-ICT context before being able to recognise how to utilise these capabilities to best effect. The effective use of IWBs must go beyond the manipulation of colourful, dynamic images to involving the learner in acting in ways that might not readily have arisen elsewhere. Although the mediation of the software may be powerful, for learning to be personally significant, pupils must operate on the images they see using their own mental facilities and develop schemata that will stand when the screen is dark. The introduction of IWBs to the mathematics classrooms offers many opportunities for the development of original and exciting interactive teaching approaches. However, the complexity of the change should not be underestimated. Learning to use the tool effectively requires far more than mere technical training. Teachers are at the beginning of a revolution and it will require a great deal of experimentation and reflection on the part of dedicated teachers before they are able to realise the full potential of the technology to encourage interactive learning. (Contains 1 figure.)
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A