The Interactive Whiteboard

When the interactive whiteboard lessons were combined with social skills training and cognitive/behavior counseling, the data showed positive results. A study of primary students’ perceptions of interactive whiteboards by Hall and Higgins (2005, cited in Helms) found that students and teachers had a favorable view of the use of interactive whiteboards. They claimed that the reason may relate to their versatility, that they are a mixture of most all earlier technologies such as the chalkboard, whiteboard, TV, VCR, DVD, overhead projector and the computer, may have the same results.

Students in the study described the traditional whiteboard as boring and argued that the versatility of the interactive whiteboard allowed for access to more resources

Hall &Higgins believed that increased engagement, motivation and attention span may lead to a positive effect on students when properly used by the teacher. This, they asserted, supports prior research. All of the pupil groups maintained that the interactive whiteboard makes lessons more enjoyable and fun. However, some students seemed preoccupied with the learning games and the authors cautioned that though the games add an element of fun to the lesson, teachers must strike a balance between meaningful uses and that of gratifying entertainment.

Bell in (1998 cited in Helms) conducted a study and revealed that the interactive and collaborative features of the smart board led to a high degree of user satisfaction. Results of the study showed that students were more engaged, attentive and motivated when lessons were taught using the smart boards as opposed to other teaching methods. The smart board, she believed, has gained extensive recognition and popularity as an instructional tool when combined with a computer and video

In social learning most people need to promote their beliefs and understandings by asking questions. In this way they can make learning an inherently social activity. First, Whole-class teaching brings the whole class together, emphasizes their attention and provides structured, teacher focused group interaction. Second, constructivism depends on the learner to select and transform information, build hypotheses in order to make decisions and ultimately construct meaning. Third, active learning learners actively involved in the learning process through writing, hearing, analysis, discussion, evaluation and synthesis, rather than passively absorbing instruction (e.g., present lecture model of