Interactive whiteboards and English teaching: A consideration of typical practice

Abstract

This article considers the affordances of interactive whiteboards (IWBs) for English teachers by reflecting on the typical use of IWBs by a number of sec- ondary English teachers who use them routinely within their teaching. Drawing on a PhD study, it looks at the practice of these teachers and considers when the technology is used within lessons, in terms of lesson timing and the stage of teaching. It also draws attention to two particular areas: the most commonly used programmes observed and the use of handwriting on the IWBs. From the patterns of practice that emerge, it is clear that teachers require continuing pro- fessional development in order to understand and use the technology effectively.