Interactive Whiteboards and English Teaching: A consideration of typical practice

This article considers the affordances of interactive whiteboards (IWBs) for English teachers by reflecting on the typical use of IWBs by a number of secondary English teachers who use them routinely within their teaching. 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 professional development in order to understand and use the technology effectively.