Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching
Education and Information Technologies
The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy
Education and Information Technologies
Ethnocomputing: ICT in cultural and social context
Communications of the ACM - Personal information management
Touchcasting digital lecture notes
Journal of Computing Sciences in Colleges
An interactive whiteboard student survey: Development, validity and reliability
Computers & Education
Study on the research hotspots of interactive whiteboards in education
Proceedings of the 4th International Conference on Internet Multimedia Computing and Service
The impact of interactive whiteboards on education
Proceedings of the 4th International Conference on Internet Multimedia Computing and Service
An empirical investigation into the use of digital photo frames as low cost e-book readers
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
Transition in pedagogical orchestration using the interactive whiteboard
Education and Information Technologies
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There has been extensive investment by governments and individual schools in interactive whiteboard technology in developed countries premised on the assumption that their use in education will impact positively on learners' achievements. Developing countries, such as South Africa, keen to raise attainment among their learners are following suit. While at least one of the nine provinces in South Africa had undertaken pilot roll-outs of interactive whiteboards (IWBs) in schools, the Eastern Cape Department of Education commissioned a feasibility study to determine teachers and learners perceptions of the potential benefits and drawbacks of using interactive pen technology, specifically the eBeam, in their teaching and learning environments, before embarking upon a large scale roll-out. This paper reports on a case study of three government schools and highlights the learners and teachers' enthusiasm about the ''big screen'' and the multimedia options, but also raises concerns about the lack of ICT literacy displayed by teachers and learners and the cost of technology. As most of the benefits mentioned by the teachers and learners seemed to accrue to the use of the laptop and data projector combination and most of the drawbacks emanated from the use of the interactive pen technology itself, we suggest that it may not be expeditious to attempt to ''leap-frog'' the use of interactive technologies. Instead we suggest that an evolution of ICT related pedagogy is necessary to make optimal use of interactive pen technologies such as the eBeam and that teachers should be offered technologies, not have them imposed upon them.