Interactive whiteboards in teacher education: a systematic review of technopedagogical practices

Abstract

Interactive whiteboards (IWBs), or smartboards, improve the teaching and learning process in higher education. The objective of this study was to analyze the use of these whiteboards as a teaching technology resource that contributes to improving this process. A systematic review of the literature was conducted, based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology. The databases used were Scopus and Web of Science (WoS). The results indicated that 25 studies were included in the review. The year 2019 had the highest number of publications, with 20% of the studies identified. In addition, 80% of the research was published in Scopus and 92% of the total was written in English. There is evidence of the positive impact of IWB on student participation, motivation, and performance, as well as a favorable effect on their academic performance. It is concluded that IWB improve student performance by allowing teachers to make engaging presentations, process curriculum information, incorporate diverse resources, combine text and graphics, and store and reproduce created materials. These devices can capture attention through the use of games and the integration of images, text, and sound during learning. They also influence patterns of interaction between teachers and students, promoting communication dynamics in the classroom.