The interactive whiteboard: A transitional technology supporting diverse teaching practices


  • Arthur Winzenried Charles Sturt University
  • Barney Dalgarno Charles Sturt University
  • Jacqueline Tinkler Charles Sturt University



This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.


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Author Biographies

Arthur Winzenried, Charles Sturt University

Lecturer, School of Information Studies
Charles Sturt University

Barney Dalgarno, Charles Sturt University

Associate Professor in Education, School of Education
Charles Sturt University

Jacqueline Tinkler, Charles Sturt University

Lecturer - Curriculum Studies, Faculty of Education
Charles Sturt University




How to Cite

Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology, 26(4).

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