The optical interactive whiteboard is a large touch-sensitive board that, in combination with a computer and a digital projector, can facilitate interactivity and student engagement. Many hailed the introduction of this device as a positive asset in line with the e-learning strategy. Others see this as yet another hurried initiative that imposed yet another thing for teachers to do.

The interactive whiteboard has the potential of engaging students to become active participants in learning. It can support students through presentations of multimedia content that aids in information processing and retention.

As with any resource used in the teaching and learning process there are leadership implications that need to be taken into consideration. Research shows there is much more to the effective use of this technology than simply ensuring teachers have access to this equipment.

The infrared interactive whiteboard is used to incorporate elements of the lessons that challenge pupils to think by using a variety of verbal, visual and aesthetic stimulus. Here the interactive whiteboard becomes the focal point of pupil attention and used primarily to illustrate, develop and test discrete concepts.

At this stage the interactive white boards are integrated into the teaching and learning but its full potential has not been developed. There is also evidence of collaboration between teachers. Teachers are aware of the techniques available, feel competent to use it and are able to develop lessons in which pupils are given the opportunity to respond to the interactive whiteboard’s stimulus as individuals, pairs or groups, with enhanced active learning.

This technology is used to prompt discussion, explain pro­cesses and develop interactive activities and testing these by varied applications. At this stage teachers use it to support their differentiation efforts with students and seek to use it to create opportunities for pupils to move around and interact with their peers. It is also used to link the verbal and visual elements of the lesson with the spatial aspects to better represent the dynamics of the data presented.

It is not enough to invest millions of euros in buying the equipment and giving basic of training. One needs to ensure that teachers are given one-on-one and group support to help them understand better how the technology can be used to support a pedagogy that puts the pupil at the centre.