Conference Paper

Designing software for getting the most of the Interactive Whiteboard

Conference: 4th IEEE International Conference on Computer Science and Information Technology, Volume: 8

ABSTRACT The introduction of the Interactive WhiteBoard (IWB) in the educative system embodies new methodological approaches that require prior research and training in teachers. To meet the educational opportunities offered by the new digital classrooms, the integration of Information and Communication Technologies (ICT) has to be considered from a new interactive learning horizon. In Spain IWBs have early been adopted in classrooms, since 2005, but thanks to the School 2.0 program (2009), the implementation of ICT has been fostered by the central government. However, even though teachers may have an IWB in the classroom, it does not mean that they use it for interactive teaching and learning purposes. Specific software for digital boards has to be created in order to benefit from this innovative learning tool. This paper presents practical examples of the IWB application in classroom teaching. It also shows the need to implement software to develop students' goals achievements when using the IWB. The lack of specific software in IWB tools is an important barrier. The main interest lies in the learning opportunities it offers to children as a writing device, as a resource to correct exercises, as a means of interactions, etc. Interactive Whiteboard current programs are rather linear in the sense that only a few of them allow students' interaction with their peers. Technological innovations emerge so fast that new educational innovation processes are constantly being introduced. This has advantages and disadvantages. The advantages relate to the endless possibilities of expansion, consolidation and training a student can receive, once the teaching staff has been trained. The disadvantages refer to the necessary assessment process that each innovation program requires. As a result of this handicap teachers need to identify new methodologies or modify the ones currently used. Similarly, software has to evolve to get the most of the latest ICT, like the IWB. This only can be reached if authoring tools develop as far as to achieve programming instructions to run the possibilities of the IWB, such as handwriting recognition, strokes and shapes recognition, finger dragging or multi-student collaboration.

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    ABSTRACT: There are concerns that the effective use of interactive whiteboard technology is being inhibited by its use only as a means of presentation. This article looks at the way in which a working group drawn from the university and school areas of mathematics teaching developed materials to enhance the pedagogic use of interactive whiteboard technology. The group worked according to the principles of developmental work research, used mainly in multi‐agency social policy planning. The multi‐disciplinary, structured and outcome‐oriented work was used to support what was considered by the participants to be effective professional development for all participants. Analysis of the approach according to culture, partnership, reflection and conceptual challenge offers evidence that cross‐sector experiential learning is mutually beneficial because it enhances both process and outcome.
    Professional Development in Education 09/2009; 35(3):469-483.


Available from
May 16, 2014