Pedagogical use of interactive white boards in teaching and learning. A case study

Interactive white boards (IWBs) have become increasingly available in Spanish public schools due to governmental policies such as the School Program 2.0. The aim of this research is to understand the pedagogies associated to classroom-based use of interactive whiteboards. This research has been undertaken from a qualitative perspective based on a case study of four classrooms experiences in Andalusian schools, two primary and two secondary schools. Data was collected utilizing interviews with teachers, and classroom observation as a complementary technique. The findings identify that teachers easily incorporate the use of IWBs into the classroom, which leads to the utilization of a variety of Internet resources on line. However, results also show that when utilizing the IWB, teachers adopt a series of teaching practices primarily aimed at content presentations, and with the teacher in control the majority of the time. This raises questions about whether this technology transform pedagogical approaches of teaching.