In this series, Nicky Hockly explains aspects of technology which some people may be embarrassed to confess that they don’t really understand. In this article, she looks at IWBs (interactive whiteboards).
1 What are IWBs?
The term ‘interactive whiteboard’ pretty much says it all. An IWB is a board which can usually be found at the front of the class, either mounted on the wall or free-standing. It’s white, and it’s connected to a computer and projector. The interactive part refers to the fact that IWB software allows the teacher (or students) to touch elements projected onto the board, and to move them around with a special electronic pen, or even with a finger. Actually, it’s easier to see an IWB in action than to describe it. If you’ve never seen or used one, watch any of the demonstration videos at www.itilt.eu/advanced-search.
2 Who uses IWBs?
Well, let’s first look at where and when IWBs started being used in schools. They first appeared in large numbers in primary education in the UK in the early 2000s. Partly as a result of political decisions (the New Labour government wanted to be seen to be doing something for education), and partly owing to pressure from IWB manufacturers, boards started being installed in schools all over the country. Other countries soon followed suit, with government-funded initiatives putting IWBs into state schools in many parts of the developed world. IWBs started to feature in English language teaching in the early 2000s, too. The best-known implementation in ELT was funded by the British Council, with IWBs introduced into many of their teaching centres worldwide. Publishers were encouraged to produce IWB-compatible courseware, and they obliged by producing electronic versions of popular coursebooks to display on IWBs, and to take advantage of the interactive features these offered.
These days, many primary and secondary schools, universities and other educational institutions (such as private language schools) have IWBs installed in some or all classrooms – that is, when the institution can afford what can be a very expensive piece of hardware.
So, to answer our question, people in all the above situations are using IWBs.
3 Why are IWBs so popular?
This is a good question. IWBs are an example of an educational technology that has largely been imposed in a ‘top down’ way. In other words, they are often introduced into schools as part of a management (or government) decision, rather than because of pressure from teachers or students. Research into the actual potential of IWBs to improve learning remains contentious. Simply put, there is no conclusive proof that having an IWB in your classroom results in your students learning better. However, schools and publishers were quick to jump on board (as it were) IWBs, perhaps because the ‘board’ idea is one that is fairly easy for teachers to accept and integrate into classroom practice. Another reason IWBs continue to be popular with management is that, by having them, a school appears to be using the ‘latest’ technology – which, it is assumed, will somehow automatically lead to better learning.
4 I have an IWB in my classroom, but I’m not sure how to use it. What should I do?
You’re not alone. Many schools (those with the necessary resources) have IWBs installed in classrooms, so they are a reality for many teachers. However, stories abound of IWBs collecting dust in cupboards and in corners, while teachers continue to use the standard non-interactive board. Research has shown that continuous training and support is needed if teachers are to use IWBs effectively. Using them effectively means not just manipulating pre-packaged IWB courseware from publishers, but also learning how to use the IWB as a digital hub and a space for sharing students’ digital work, which they can produce on digital devices.
If you are not receiving support in your institution to learn to use your IWB, you can suggest holding regular short teacher development sessions to share ideas and exchange tips. This needs to be ongoing, rather than a few one-off sessions. There are also some useful IWB resources freely available on the internet. For example, take a look at those provided by the European Union-funded Interactive Technologies in Language Teaching (iTILT) project, which includes videos of IWBs being used effectively, a handbook and IWB materials: www.itilt.eu.
5 I don’t have an IWB. Should I have one?
As you’ll have gleaned by now, I’m personally not convinced they are worth the investment. IWBs are expensive, and they also require a significant investment of time in teacher training if they are to be used well. With the rise of mobile and handheld devices, IWBs are starting to appear redundant. One can easily have an ‘interactive’ classroom with a teacher device (smartphone, tablet or laptop) connected to a standard projector. Interestingly, publishers are now producing less IWB course content, and are moving towards providing courseware online, which can be accessed by teachers and students, both in and outside the classroom.
So my advice is: if you have a budget, rather than spending it on expensive hardware, invest it in training your teachers and developing their digital literacies. That way, they are ready for a wide range of technologies, and are equipped to deal with an ever-changing digital landscape. After all, today’s cutting-edge technology is tomorrow’s obsolete piece of junk. In the words of cyberculture expert Howard Rheingold: ‘If you want to keep up, don’t try to keep up with the technologies. Keep up with the literacies that the technologies make possible.’
Nicky Hockly is Director of Pedagogy of The Consultants-E, an online teacher training and development consultancy. Her most recent book is Digital Literacies, published by Pearson. She has published an e-book, Webinars: A Cookbook for Educators (www.the-round.com), and is currently working on a book on mobile and handheld learning. She maintains a blog at www.emoderationskills.com.
