This paper describes teacher strategies and experiences with interactive whiteboards (IWBs) and draws on the
published research in this area to understand how a systemic approach to technology-based innovations in
schools can contribute to quality education for all. It explores ways to support the cultural shift in teacher and
learner roles that helps to integrate the technology effectively into classroom teaching. It begins by considering
how the features of IWB technology might potentially be exploited in the primary or secondary school classroom
to support subject teaching and learning. International experiences of implementing IWB programs are then
described, mostly from the United Kingdom where integration efforts are the most prominent, and implications
for future intervention efforts are examined. The review concludes by defining the organisational conditions for
enhancing teacher commitment and thus the likelihood for successful change. In particular, the role of teacher
professional development is foregrounded and characteristics of effective programmes are outlined. Some
comments about the relative costs and benefits, and recommendations for policymakers, are made.
Learning from International Experiences with Interactive Whiteboards
The Role of Professional Development in Integrating the Technology
Working paper
OECD Education Working Papers
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