From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England

Published on Nov 1, 2007in Literacy
· DOI :10.1111/j.1467-9345.2007.00475.x
Arthur Shenton1
Estimated H-index: 1
(Plymouth University),
Linda Pagett2
Estimated H-index: 2
(Plymouth University)
In recent years, interactive white boards (IWBs) have been introduced into many primary classrooms in England. This enquiry examines the ways in which they are being used in the context of literacy teaching, in six primary classrooms in the south-west. Drawing on the perspectives of teachers and pupils, this report reflects on the impact of IWB use on the teaching and learning of literacy. It concludes that, while IWB use appears to have some general effects, such as supporting a more cross-curricular approach to literacy and raising the level of student engagement, their use is not identical in all classrooms. In the classrooms studied, IWBs are used in various ways, according to teachers’ technical expertise and experience. To help more teachers towards effective use of the IWB, it is suggested that, rather than the ‘top-down’ commercial or professional models of transmission training, teachers need a ‘bottom-up’ approach, that is more practitioner focused.
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