Learner Perceptions of Interactive Whiteboards in EFL Classrooms

Abstract

This article reports on research into learner perceptions of interactive whiteboard (IWB) use in English as a foreign language class. Students from several language centers in different parts of the world were asked about their opinion of learning in a class where an IWB is used. Responses were segmented, codified and certain categories identified. The results show a general appreciation of the introduction of new technology but suggest there is little in the way of an improved pedagogy being implemented that might immediately justify the investment. It is suggested that (i) there is unevenness in teacher preparation for IWB use, both in terms of techniques and pedagogy; (ii) IWB peripheral devices should not be seen as "peripheral" to classroom practice; (iii) involving students in a discussion of the potential of the technology can aid the emergence of appropriate pedagogy which will help to offset the differing levels of teacher experience and training.