I get asked a fair bit, are interactive white boards (IWB) a worthwhile investment for schools? The answer I have to say, is no. To follow my reasoning, first ask the question for whom are they interactive?
They seem like they are interactive for teachers. They give the teacher the opportunity to interact with material and to demonstrate materials for students in a more engaging way than the traditional white board. This is provided that the teacher has the time to develop the materials in advance for the students, or the time to find said resources that have been shared by other teachers. It is also provided that the teachers have been given some training on how to use the IWB as very few teachers will experiment and figure out the full potential use on their own.
This is a false interaction though since given that the teacher has invested the time and training into developing the materials themselves, they are not interacting, they are intraactive instead. The teacher is reacting to their own creation, rather than something new created by someone else which we could really call interactive.
If we allow students to use the IWB a real problem is suddenly you've turned a parallel activity (as in an activity in which all of the students are doing something) into a series activity (each student takes a turn doing something). Changing parallel activities into series activities is inherently inefficient and in the classroom, inefficiencies lead to kids who are not engaged, who do not have something to do. The activity will be interactive, but only for the small number of students who are actually engaged in using the IWB.
So don't spend your money on IWB for your school. Spend it on individual devices for the student, or a class set of video cameras, or some other device which is really interactive. Spend it on staff training in the use of technology for all of your teachers. Spend it on anything which will introduce real interactivity into your classrooms.
David is a Formative Assessment Specialist for Mathematics at New Visions for Public Schools in NYC. He has been teaching since 2002, and has worked in Brooklyn, London, Bangkok, and Vancouver before moving back to the United States. He has his Masters degree in Educational Technology from UBC, and is the co-author of a mathematics textbook. He has been published in ISTE's Leading and Learning, Educational Technology Solutions, The Software Developers Journal, The Bangkok Post and Edutopia. He blogs with the Cooperative Catalyst, and is the Assessment group facilitator for Edutopia. He has also helped organize the first Edcamp in Canada, and TEDxKIDS@BC.