THE INTERACTIVE WHITEBOARD IN PRIMARY SCHOOL SCIENCE AND INTERACTION

E. Aflalo

Hemdat Hadarom College of Education (ISRAEL)
The findings of the research literature about the necessity and contribution of Interactive Whiteboards (IWB) are not unequivocal and are sometimes contradictory. The study aimed to examine the interactive attributes in lessons with an IWB and the students' attitudes. Methodical structured observations of 26 science lessons showed that the teachers made ongoing use of diverse IWB tools, but most of the learning took place in the plenum, in frontal whole class learning. Most of the lesson time occurred in interaction under the teacher's control and was teacher-focused. The attitudes of 62 pupils showed that despite their already studying with an IWB for five years, their enthusiasm did not wane. They even claimed, in contrast to the observation findings, that the IWB contributed to the active learning and interaction in the class. The research findings raise fundamental questions regarding the place of the IWB in promoting interaction in the class.