Interactive Whiteboards

Go into any local public school and most are equipped with interactive whiteboards (IWB). Some with the latest updates, some with early models. Some have been collecting dust, some are the first thing that is turned on every morning at school.

What are some of the benefits of incorporating the interactive whiteboard into your whole class teaching?

  • develop more effective demonstrations
  • present a variety of representations
  • Able to meet the needs of a wider range of learners
  • Assist classroom management
  • easier to incorporate and use a range of multimedia resources in lessons such as written text, pictures, video, sound, diagrams, online websites
  • resources created and presented are attractive to both teachers and children
  • able to capture and hold pupils’ attention much more strongly than other classroom resources
  • Useful to motivate pupils, with resulting improvement in attention and behaviour
  • model abstract ideas and concepts in new ways so that the pupils might respond to the activities and deepen their understanding
  • Quicken the pace of lessons through the use of prepared materials which reduced the need to write on the board
  • smoothen lesson transitions
  • able to save and re-use materials which have been created or annotated could reinforce and extend learning over a sequence of lessons
  • Could encourage resource sharing amongst staff which might reduce teacher workload
  • Relatively easy to use and favoured by teachers who otherwise struggled to incorporate technology into their classrooms


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


While I’ve had some limited (newbie) experience with the IWB on prac, I never made a lesson from scratch. There are so many aspects, options and variations available that it could take a lifetime to be a professional IWB user!

Below is a simple example of how the IWB could be used to within an English lesson.

Aim: To look at the ways the author/illustrator uses camera shots to connect the reader to the text.


  • ‘The Lost Thing’ – Shaun Tan (book or film)
  • Interactive Whiteboard


1. Having read  and watched ‘The Lost Thing’ by Shaun Tan, students will firstly explore the various shots used to position the image. Students will discuss how the position impacts the characters and scene.

2. Students will use the IWB to match images from the book and short film to the type of camera shot used. Students will need to justify their choice, explaining how the shot positions the reader to the text.


Page 1

lesson shots 2
Page 2
lesson shots
Page 3
Page 3 (revealed screen)

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