Background and IWBs

Background

            Many school districts have turned to IWBs as a way to engage classrooms of digital natives with a single form of technology, often at the expense of purchasing other technology such as notebooks or computer tablets. Studies by Holmes (2009) and Turel (2010) have revealed IWBs as being one technology most invested in by European countries such as England, Spain, and Turkey, and the United States have substantially increased IWB rates in classrooms (as cited in Turel & Johnson, 2012). Many districts see IWBs as an investment that can save money in the long run. Johnson and Hirsch (2012) argue that IWBs save money because they help schools decrease the millions of dollars they spend augmenting routine curriculum with supplemental learning materials. Moreover, IWBs can interface with other technologies, such as document cameras and slate computers, to further aid in curriculum development. Often schools add IWB technology over a period of time as the district’s budget allows and even after the initial investment, more funds are needed to add the latest accessories such as student response systems and wireless slates.  With this much investment in IWB technology, teachers and school district leaders need to understand the impact of IWBs on student achievement.