Module 4 – Interactive Whiteboards and BYOD Resources

I have had some exposure to interactive whiteboards and was impressed. Teachers used interactive whiteboards for exercises that involved students using the touch-sensitive screen to complete sentences and solve problems. These exercises are also possible using a conventional whiteboard but the exercises work much more effectively with interactive whiteboards; problems and answers can be displayed instantly and lesson tempo can be maintained. Students enjoyed the opportunity to interact with the touch-sensitive screen and to receive instant feedback. These observations confirm the advantages noted by Winzenried, Dalgarno & Tinkler (2010): increased engagement, more effective visual representation and greater classroom interactivity. I agree with the authors that interactive whiteboards can be used initially without a major shift in pedagogical practice but that over time interactive whiteboards afford possibilities to develop new and transformative pedagogical practices. In this respect one idea that comes to mind is using the interactive whiteboard to manage classroom differentiation by managing a split screen that can be used to work with different group of students in the classroom.  Another idea would be to project images from individual student devices onto the screen for whole-of-class critique. 

An article that I found helpful exploring the topic of Bring Your Own Device was a dissertation by Derrel Finscher (2016) Bring your own device (BYOD) programs into the classroom: Teacher use, equity, and learning tools. The paper addressed teacher use, student learning and equity. Derrel Finscher has an extensive career in technology integration in education and his paper makes a valuable contribution to the research of a still under-researched topic. Key findings included that teachers with constructivist dispositions were most likely to have positive perceptions of BYOD, only 12% of teachers viewed BYOD programs as inherently inequitable although a higher percentage (25%) found their school program inequitable and students worked successfully with their on devices completing assignments and solving problems collaboratively.   


Fincher, D. (2016). Bring your own device (BYOD) programs in the classroom: Teacher use, equity, and learning tools (Order No. 10141725). Available from ProQuest Dissertations & Theses Global. (1807413487). Retrieved from

Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices.Australasian Journal of Educational Technology, 26(4). Retrieved December 20th, 2016 from


Author: simonromijn

Science Teacher

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