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This article was originally published as:

McQuillan, K., Northcote, M.T., & Beamish, P. (2012). What matters most when students and teachers use interactive whiteboards in mathematics classrooms? Australian Primary Mathematics Classroom, 17(4), 3-7.



130105 Primary Education (excl. Maori)| 130208 Mathematics and Numeracy Curriculum and Pedagogy| 130306 Educational Technology and Computing| 130313 Teacher Education and Professional Development of Educators


As teachers, we are encouraged to immerse our students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). IWBs are quickly being introduced into schools across the nation and worldwide, and educators are exploring the implications of having them in the classroom. Of particular interest are student attitudes to the use of IWBs: what students think and feel about IWBs, and what factors matter most to students when IWBs are used in their classroom. Attitudes play an important part in student interest and engagement levels, therefore, it is important to determine current student attitudes towards IWB use in the classroom.


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