Primary and Early Years > Technology > Presentation and display technologies

P39: The changing role of the teacher in using the Interactive White Board (IWB)
Author: Victoria Eaton, Class Teacher, Sunnybrow Primary School, Durham
Date: 2005

The teacher reflects on how her role has changed since using the IWB with her Year 3 and 4 children. She felt that originally, despite the children coming up to the IWB to click, drop and drag, lessons were still very much teacher-directed. During one numeracy lesson the teacher decided to sit to the side of the class, allowing the children to the front to direct the lesson. The children rose to the challenge, and with careful questioning explained their reasoning. They began to question and collaborate with each other to solve the maths problems, rather than automatically looking to the teacher. In Victoria's words, the learning became "personalised, appropriate and relevant." She feels that the IWB excites children, such that they want to become active participants in their learning. Informal interviews with the children reveal that they feel the IWB makes them think for themselves, and though they feel that they are working harder, they still enjoy it far more than lessons without the IWB. The teacher has noticed that children with special educational needs are also more motivated to interact and have a turn.

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