In all subjects, IW-based lessons in both
schools are generally divided into two or three distinct parts. Teachers
log on to the IW at the start of the lesson, and begin with revision of
previously covered material and an introduction to the day’s topic.
Revision time is normally brief - around five minutes - and includes some
question and answer interaction. The IW is used to remind students of
previously covered content, and if the day’s topic is new, to present statements
of learning aims and objectives. Teachers then move on to introduce new
material, typically using the IW as a whole-class teaching tool for a maximum of
twenty minutes, during which time there is further question and answer
interaction. In the second part of lessons, students work on designated
learning tasks, either as individuals, or in pairs or small groups.
Teachers move around the class, responding to questions and offering help.
Some lessons conclude with a return to whole-class use of the IW, typically used
this time as a vehicle to show and discuss students’ work, and to sum up the
lesson. Students’ work may be selected and presented by the teacher, or
students may be invited to the front of the class to show their work through the
IW.
This article reports on research into learner perceptions of interactive whiteboard (IWB) use in English as a foreign language classes. Students from several language centers in different parts of the world were asked about their opinion of learning in a class where an IWB is used. Responses were segmented, codified and certain categories identified. The results show a general appreciation of the introduction of new technology but suggest there is little in the way of an improved pedagogy being implemented that might immediately justify the investment. It is suggested that (i) there is unevenness in teacher preparation for IWB use, both in terms of techniques and pedagogy; (ii) IWB peripheral devices should not be seen as "peripheral" to classroom practice; (iii) involving students in discussion of the potential of the technology can aid the emergence of appropriate pedagogy which will help to offset the differing levels of teacher experience and training.