LAUSR

ABSTRACT The findings of the research literature about the necessity and contribution of Interactive Whiteboards (IWB) are not unequivocal and are sometimes contradictory. The study aimed to examine the interactive attributes in lessons with an IWB and the students’ attitudes. Methodical structured observations of 26 science lessons were conducted in elementary schools in Israel. The results showed that the teachers frequently used the diverse IWB tools, but most of the learning took place in frontal, whole class learning. Most of the interaction was under the teacher’s control and the dialogic interaction was limited. The attitudes of 62 pupils showed that despite already studying with an IWB for five years, their enthusiasm did not wane. They even claimed, in contrast to the observation findings, that the IWB contributed to active learning and interaction in the class. The research findings raise fundamental questions regarding the place of the IWB in promoting interaction in the class and on the necessity to promote the teacher’s pedagogic concept in order to increase class interaction.