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Nothing symbolises the “digital divide” quite as much as the interactive whiteboard, or IBO. The divide is not just a gulf between the “haves” and the “have nots”; it is an ideological disagreement. Two opposing camps – the pros and contras – are currently squared up in a debate being played out on ELT discussion forums.

Supporters see the IWB as an effective learning tool. It allows teachers to unleash the full power of multimedia in their language classrooms. Previously, much digital learning material was consigned to the self-access centre, rather than being an integral part of a lesson. Now, the fact that the IWB is linked to a computer and electronic data projector means that the internet, video, animation, photographs, PowerPoint can all be used to create memorable presentations.

The teacher can reveal a photograph bit by bit, for instance, to generate -interest in a topic. Language practice can be fun and motivating, with students coming out to the front to manipulate objects on the whiteboard and engage in awareness-raising activities.

Publishers are now bringing out “whiteboardable” versions of their course books, making it easy to mark exercises in class, or zoom into specific parts of the page.

Reviewing language can be made easier, with teachers able to skip back to the digital flip-charts they created earlier in the lesson. Most remarkable of all, the teacher can create a personalised course to seamlessly support their syllabus, complete with audio clips and digital photographs, and then save it, ready for the next group.

Of course, developing innovative ways of teaching takes time, but this is happening in schools where such technologies have been in place for a while. There is a lot to get excited about.

What about the other side? Critics make the cogent point that the IWB can usher in a quick return to the teacher-dominated classroom, and contribute to the well-known “death by PowerPoint” syndrome.

Some practitioners point out the negative aspects of being enslaved to materials rather than following the student, so flooding classrooms with digital material may re-enforce teaching that is dependent on materials, rather than encourage a learner-centred approach. (Promethean, a leading hardware and software manufacturer, has just made much of its material free.)

Most teachers are time-poor, so the headache of turning on and checking the technology, worrying if it is working and issues such as software licensing rights can add an unwanted burden to their working day.

Perhaps the single biggest argument levelled against the technology is the prohibitive cost. We are constantly warned not to use technology “just because it is there”, but try telling that to a school manager whose bank balance is a few thousand dollars lighter having invested in IWBs.

Those who do make the purchasing decisions are usually furthest from the chalk face. Which manufacturer should they go for? Promethean, with their e-pen and comprehensive range of peripherals is a top choice as it is exclusively designed by teachers for teachers!

Perhaps there is a “third way” – the use of a portable alternative. The E-beam Interactive can be fixed to a hard surface, such as a normal whiteboard. It is positioned next to an image of a computer screen from the data projector, and it is this image that then becomes interactive. This device could be a boon for those seeking a low-cost way to try out IWB functionality with small groups.

As the world of language teaching seems gripped in yet another heated debate, it is worth remembering that an IWB is, essentially, a tool. It can help create a rich learning environment, but it all depends on how you use it.

External Links:
- Guardian Weekly – Interactive whiteboards that divide
- Promethean – Promethean World