Introduction

Abstract

Interactive whiteboard (IWB) technology comprises both a computer linked to a data projector and a touch-sensitive board which shows the image projected from the computer and allows input either from a stylus placed on or near the board or from direct contact. The contributions to this volume particularly focus on analyzing the IWB as a mediating tool in the classroom and on characterizing the pedagogies or didactical approaches associated with its use. There are a number of classroom actions which are particularly supported by the features of IWBs in primary and secondary schools. The features exploited by teachers include those that are intrinsic to information and communication technology (ICT) and those that are constructed by resource designers, teachers and students. Clearly, as with any other classroom resource, what teachers do with an IWB is much more important than the nature of the resource itself. The approach to professional development concerning the provision of IWBs is therefore important in ensuring that the most benefit is gained from an expensive investment. Factors found to be important in the success of professional development include the roles which different teachers take, the nature of collaboration, and the use of internal mentors for pedagogical development and external expert support for more technical aspects. (PsycINFO Database Record (c) 2016 APA, all rights reserved)