This review shows that much of the literature supports the use of the IWBs, but does so on very flimsy evidence. The more rigorous studies that have been completed often question the claims made for IWBs and suggest that far from producing an environment that transforms teaching and learning, most teachers incorporate this new resource into their ongoing teaching patterns. Once again it is shown that resources do not change teaching, and hence there are few, if any, flow-on impacts for student learning per se.

Philip c. Clarkson

Clarkson, P. C. (2014). Using Interactive Whiteboards in School Settings : A Resource for Future Pedagogies, (June). https://doi.org/10.7459/ites/12.2.03