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

Miguel Velásquez Pila, Ines Miryam Acero Apaza, José Lisbinio Cruz Guimaraes, Rolando Oscco Solorzano

Abstract


Among the technological tools that favour the teaching and learning process in higher education are interactive whiteboards, also known as smart boards. Their use has shown that many of their features help teachers in designed educational training activities. The objective of this study was to analyze the use of interactive whiteboards as a techno-pedagogical resource that contributes to improving the teaching-learning process. A systematic review of the literature was carried out. The Prisma methodology supported the search process. The databases used were Scopus and WoS, and inclusion and exclusion criteria were established for the selection. The review showed that the use of an interactive whiteboard was more effective in improving student performance than the traditional whiteboard. In addition, the interactive whiteboard is used to support different learning styles and increase the level of participation. It was concluded that the use of an interactive whiteboard increases students' performance and, with teacher support, improves their training in educational technology. It was also shown that, currently, learning using technology is an urgent need; therefore, it is recommended to incorporate the interactive/smartboard in teaching due to its effectiveness in increasing student achievement.

Keywords


Interactive whiteboard; Technology; Teacher-student training; Educational technology

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DOI: https://doi.org/10.11591/edulearn.v20i3.23012

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