What Are Classroom Technologies



An Interactive Whiteboard is one of the many technologies which are revolutionizing our classrooms. Anything that can be done on a computer monitor, can be replicated on the interactive white board. Research findings indicated that teachers developed various teaching strategies for integrating IWBs into their teaching to increase their interactions with students (Miller, Glover & Averis, 2005), to smooth the teaching process (Smith et al., 2005), to help explain complex concepts (Lopez, 2010) and maintain students’ attention (Wall, Higgins & Smith, 2005), and to increase the opportunities for adapting other classroom materials (Miller et al., 2005).

The following video shows some teacher feedback on IWB.


Research has repeatedly demonstrated that students learn better when they are fully engaged and that multisensory, hands-on learning is the best way to engage them (Miller, Glover & Averis, 2005). Interactive whiteboards facilitate multisensory learning whether it is a collaboration exercise for math problem solving or a Google Earth tour of the Amazon rainforest

While most teachers use this easy-to-use technology to smooth the teaching and learning process, those that are incompetent in computer knowledge face some challenges. In many schools now, teachers have Interactive Whiteboards (IWBs) inside the classrooms, yet they are doing ‘chalk-and-talk thing’ (Walker 2002a, p. 2) and pen-paper based assessment. They stand at the front lecturing instead of letting the technology do the job.

Some researchers also showed that teachers perceived reasons for not using IWBs including lack of time to design instructional lessons (Higgins, Beauchamp & Miller, 2007), lack of professional training and related teaching software, as well as difficulties in solving technological problems (Slay et al., 2005).

Having said this, teachers have various reasons to use or not to use IWBs.


Affordance of interactive whiteboards include:

  • Multimedia lessons and presentations including audio and video
  • Collaborative problem solving
  • Showcasing student projects and presentations
  • Virtual field trips
  • Recorded lessons that can be used by substitute teachers
  • Documentation of student achievement



When should students start word processing? — Word processing software can be introduce to students as young as 4 or 5 years old. Some educators feel that word processing will free students from the physical constraints of handwriting while others worry that it will make students unwilling to develop handwriting skills and I believe it is an essential fine-motor skills.

Is it necessary to teach keyboarding skills? Some educators feel that students will never become really productive on the computer until they learn 10-finger keyboarding. Others feel that the extensive time spent on keyboarding instruction and practice could be better spent on more important skills and that students will pick up typing skills on their own.

What effects does word processing have on handwriting? —I believe that word processing diminishes students handwriting, ostensibly because of infrequent opportunities to use their handwriting skills.

 What impact does word processing have on assessment?-  Some researchers believe that certain features and capabilities of word-processing environments can facilitate writing and revising their work (Owston, Murphy, Wideman, 1992) thus can be beneficial during assessment.

 Is the auto correction of spelling a problem? – When it comes to using spell check, Professor Johnson says that she thinks it is a “wonderful tool” which can help to “free up” the higher parts of our brain. “A machine can take care of the spelling. But a machine can’t write a novel,” she says.


e-Learning and Changing Role Of Students As Contributors to Learning.

I think inviting students to enrich and expand their learning through technology will provide a motivation so necessary for the 21st century learners. The emerging role of students as contributors provides student centered learning approach which allows students to have power over their learning and according to Clifford, (2012), having authority for their own learning is best as students become more responsible to their learning while teachers become facilitators of learning rather than direct source of learning. I agree with Allan November, that we have to prepare our students for 21st century work environment and by giving them authority in the classroom; we are providing them with the platform to enhance 21st century skills of creating, communicating, contributing and collaborating.

Most importantly, technology –enhanced learning (e-learning) extends the learning opportunity beyond the classroom and allows seamless learning opportunities that bridge the formal learning in schools with the informal learning outside of classroom and school, (Alberta Education, 2012) and allows accessibility of the learning activities anytime, anywhere . However, it exposes students to the online world and provides opportunities for students to be part of the participatory digital culture. There are many pitfalls awaiting students entering the online world and that students need to learn not only to keep themselves safe but to behave ethically as well.

It is the responsibility of the educator not only to facilitate student learning but also develop digital literacy and citizenship in students that will prepare them for the changing world of technology in which is their future.


I am Ashmita and a secondary school teacher currently taking a break from permanent teaching as I am back on studies.  However, I am teaching on casual basis in a special need school,(new path from secondary classrooms which I am enjoying a lot).

Technology was just emerging into classroom when I took a break, however, being a mother of a 12 year old, who is more proficient in technology , I can say  that students start school technologically literate but what they learn and how they learn still depends on the skills of the teacher and for this reason I believe that a teacher needs to be sufficiently technologically proficient.