Interactive Whiteboards in Classrooms: Debates, Issues, and Impeding Factors

Abstract

This paper compiles the review of the literatures revolving around the studies on the use of interactive whiteboards in schools. It criticizes and summarizes the current debates, issues, and impeding factors found in empirical studies. Through various articles related to the studies about technology and interactive whiteboard in schools dated from 1986 to 2014, the findings of this critical review suggest that teacher-centered versus student-centered mode of instruction is one of the most debated issues highlighted across studies. Unfortunately, teachers are being continuously blamed on the way they use the interactive whiteboards. The method technology is introduced to the teachers, teachers’ willingness and negative perception on technology initiatives, trainings, and technical problems, are among other issues and impeding factors that hampers the interactive whiteboards implementation in schools. This paper also identifies the gap in the literature and calls for future research in areas such as the role of context and school community involvement in the diffusion process of interactive whiteboard technology.