Using interactive whiteboards in pre-service teacher education: Examples from two Australian universities

  • Chris Campbell The University of Notre Dame Australia
  • Peter Kent ACT Department of Education


Research indicates that when interactive whiteboards are used well they can increase student engagement and learning (Glover, Miller, Averis & Door, 2007; Schuck & Kearney, 2007, 2008). This means it is important to educate future teachers in how to use interactive whiteboards and how to incorporate them successfully into their teaching. Current research indicates that a teacher's pedagogy or 'how they teach' has a major influence on the quality of student learning outcomes. Thus 'how teachers use ICT' has a great effect on student outcomes. A range of pedagogical models concerned with the concept of authentic pedagogies are commonly used within Australian classrooms. Training designed for pre-service teachers dealing with the pedagogical application of interactive whiteboards is designed to guide and assess the implementation according to these pre-existing and widespread pedagogical models. This paper examines examples of how IWBs can be used in teacher education as well as how to integrate their use across courses that pre-service teachers undertake.


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Author Biographies

Chris Campbell, The University of Notre Dame Australia
Lecturer, ICT Education
School of Education, The University of Notre Dame Australia
Peter Kent, ACT Department of Education
Assistant Manager, Learning Technologies Section
ACT Department of Education