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Further, it unclear if the device is influencing learning or is it simply that teachers changed their teaching strategies because of the device. For example, if teachers use the same strategies with a whiteboard/chalkboard instead of a smart board, would their students receive the same learning benefit?
One of the main arguments for the massive uptake of IWBs that we have seen in schools is that they can help improve whole-class teaching by adding to the lessons’ visual impact and interactivity (Hennessy and London ) points out, one of the key reasons for the IWB’s successful and rapid uptake by teachers is that it can be placed in a traditional classroom without significantly disrupting teacher-centered classroom practices.
In fact, many have cautioned that the IWB can even reinforce traditional teaching styles because it is so well suited for whole-class, teacher-led pedagogy (Cutrim Schmid ), we observed how experienced physics teachers used the IWB in their lessons.
To interpret the data, we used the conceptual framework of activity theory.