Professional Studies Certificate in Learning Technologies

Interactive White boards: Perspectives on their implementation and

classroom use

Abstract
This study aims to give perspectives about the introduction of Interactive
White Boards (IWB) to the secondary classroom. The study aims to outline
some of the current educational background within which IWB’s present
themselves, the changing nature of schools and schooling and the concept of
‘anytime anywhere learning’.
The study looks at the Interactive Board from various view points, both
student and teacher based, it opens up debate in class room pedagogy in
using IWB’s as a rich media portal and an effective method of ICT delivery of
visual engagement and plenary /review tools.
Teacher reflection is an important part of Continuous Professional
Development (CPD), this study submits that the very nature of using this type
of technology actually encourages this important self reflection and develops
a lesson disassembly that otherwise may not exist. Recommendations are
made for whole school implementation of Interactive White Board use through
practical discovery and video observation.

Context
I currently work as the Director of Information and Communication
Technology for Ringmer Community College, a small specialist school in East
Sussex. I have been teaching for the past seventeen years mostly in the fields
of Design & Technology and ICT. I also work as a co-ordinator across a local
consortium of schools within a Leaning Skills Council funded increased
flexibility programme for the 14-19 Curriculum and as a seconded lecturer in
education at Brighton University. I have a strong interest in the collaborative
nature of online learning and am currently studying at MA level in Education
with research projects completed so far on collaborative workspace
environments and their use with students. I gained a best Practice Research
Scholarship (BPRS) in 2001 which helped instigate a journey which I am
happy to say is still continuing through fellowship of Mirandanet and support
from Sussex University, Ultralab at the APU and IOE, London University.

Ringmer Community College is a successful specialist technology college

cosseted by the Sussex Downs. It has 900 NOR and around 60 staff. The
school is highly successful with over 65% A* - C GCSE passes in 2002. The
school has an excellent reputation for staff development and Initial Teacher
Training (ITT). There is currently a core program of professional development
opportunities for all staff that occurs on a weekly basis. This session is
coordinated by a professional tutor and is mainly a series of hour-long
seminars on various professional development issues such as teaching and
learning to ICT. The PGCE cohort that is attached to the college attends these
sessions. The college has recently applied for ‘teaching school’ status. This
emphasis on training and development is an important part of the college
ethos. GTP and newly qualified staff are also invited to attend and the
sessions are open to any staff member. The sessions are usually well

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delivered and attended by some of the above groups. Most teachers have a
laptop.

Then
My first exposure to interactive white boards (IWB) was at the British Training
and Technology show (BETT). I witnessed a demonstration of diagrams and
clipart being used as part of a lesson and my jaw dropped. I felt like I
immediately needed one but I could not persuade my department to fund the
extremely expensive equipment.
Seeing the board in use set my imagination racing. How could this be used to
enhance the teaching and learning in my classroom? Could the computer
eventually be used in every classroom as a flexible tool? It was the heady late
90’s and technology, as ever seemed to be developing at a pace of change
that was hard to keep abreast of.
Now
I walk in to my classroom and turn on my laptop. I connect the IWB and turn
on the video projector. I log in to the network by radio connection and call up
my prepared lesson on ‘ICT in Society’.
Short video clips and report writing tasks engage the students. It looks like the
days of wishing I had an IWB are over. Now I can start my journey.

Aims of This Study

The main aims of the project were to help a first year applied GCSE ICT
group understand holistically the subject area and make them aware of
interconnection in their learning.
Better progression and continuity from lesson to lesson was a major feature
as there were timetable constraints placed upon this course.
The project also aimed to introduce strong visual elements into these lessons,
to experiment with the visual starter as part of the national strategy multi part
lesson. I have been interested in some time in working with preferred learning
styles and multiple intelligences. I have also carried out previous research into
critical thinking and the use of concept maps. The Interactive White board
(IWB) could bring all these factors together.
I had used intranets with custom designed course sites for a number of years
and I was interested to see how the IWB could act as the catalyst for their use
within whole class teaching. Could materials be stored as part of the intranet
that could be used within the class situation and then further is available for
student review and sharing with other staff members?
Thoughts seemed to jump around the train as I left the station after initial
project meetings. My voyage had started in to the visual richness available to
me now as a teacher.

Methodology

The basic methodology I will use within my project is based on action

research principles.

Concern

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Within my teaching of a year 9 GCSE Applied ICT group I have noticed by

observation that the students find it hard to keep a holistic view of the course.
The timetable restrictions imposed by a tight timetable structure contribute
toward this. Students have difficulty in linking the various units of the course
together and continuity and progression are an issue.
As you can see from this concern I hope to develop actions that enable better
continuity and progression. I am also trying to develop ‘big picture’ learning
within my students, this is based on a whole part whole approach used within
some accelerated learning approaches.

Actions
I will try to develop a range of tasks and approaches that use Interactive
White board (IWB) technology and try to develop a blended learning approach
using existing Internet based infrastructures. The tasks that I develop will use
the theories of preferred learning style and try to promote critical thinking
skills. I have completed research work on both of these areas and feel
confident that they have a dramatic impact on teaching and learning.

Review of current theories

After my actions have been instigated I plan to review them by analysis of

data collected. I will attempt some simple triangulated research by using
myself as an observer, Student focus groups and video analysis of lessons. I
intend this study to be qualitative in nature and do not plan to produce
quantitative results.
I see this study as just the start of my voyage into the rich visual learning
enabled by the computer and IWB. I will therefore make suggestions within
my summary of further developments and areas of study that may occur.
This will complete the reflective cycle and therefore enable further concerns to
be met by a continuing cycle of actions.

The Changing View Of Education

Within any literature review within the learning technology field one must set
a context of changes within the education system and a changing pedagogy.

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The computer and associated systems such as the Internet have started to
change education, as we know it. These changes have occurred naturally as
teachers have tried to make the most of teaching opportunities in the use of
technology and also occur from external pressures to the educational world
such as government and economic climate.
The increasing pressure from all parties to use ICT effectively in the
classroom and to ‘skill’ the flexible workforce of tomorrow is felt by all
teachers. The recent government initiatives such as the National Grid For
Learning (Ngfl) and publications such as ‘Connecting the learning society’ and
‘Transforming the way we learn’ all point to case studies where ICT is used to
great effect to enhance learning and bring a wealth of resources into the
classroom. The present and past governments high hope for a new education
system with ICT at its heart is expressed in these documents.
‘We intend to lift educational standards in Britain to the level of the best in the
world. This will mean making the most of technological change. Technology
has revolutionized the way we work and now is set to transform education….
Standards, literacy, numeracy, subject knowledge – all will be enhanced by
the Grid and the support it will give to our programme for school improvement’
(Blair 1997)

Anytime anywhere learning

Learning for a post-modern society where more than one career is expected
in one's lifetime and leisure activities are seen as perhaps not just important
but vital to one's personal growth and both mental and physical health. The
term 'life long learning' was used by the UK government in a seminal paper in
1997 ‘Connecting The Learning Society’ (DFEE 1997), as part of a New
Labour government in the early nineties and this is still a mantra that is
chanted by both government and non-government organisations (NGO)
regularly. The essence of this phrase is perhaps founded in organisational
management writings such as Peter Senge's 'The Fifth Discipline (1993) and
Boydell & Pedlar 'The learning company' (1997). It is, in my opinion, a realistic
view of how our post-modern education system is developing in the UK. Life
long learning, independent learning or pupil centered learning are all phrases
that any education establishment has heard for the last two to three years, but
what is actually meant by these phrases and how do we develop our students
skills to fit into these new concepts of educated individuals?
There is a challenge to accepted modern concepts of knowledge
management through primary and secondary education. The modern concept
of this is that government hierarchies produce a treatise on a common
curriculum which outlines the knowledge needed by a child leaving the
education system (National Curriculum).
There is a groundswell of thought about such a concept and a recent set of
papers on knowledge management by the Organization for Economic
Cooperation and Development suggests these concerns.

The saturation level of home computer use and Internet connections may
have more to do with ‘adoption’ of this technology than anything else. The
level of home computer use has grown over the last year to 10.7 million
households with access to the internet in 2002, this is 42% of UK households

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which is over three times the number in 1999 (National Statistics Office 2002)
These statistics themselves show that as saturation of computer technology
increases rapidly,

The affect of this growth will be felt in educational systems and educational
culture change.

New emphasis on developing materials, which cater for, preferred learning

styles and an awareness of successes in accelerated learning practice has
caused many schools to look at their delivery methods of course materials
and the phrase ‘life long learning’ is being used by every stakeholder in
education from government to teacher associations. Motivation as a catalyst
for a learning environment is even more relevant in a society where statistics
seem to imply that disaffected truants are increasing.

‘The audit commission says some 12,000 children a year are permanently
excluded from school and a further 150,000 are excluded temporarily…. The
commission also says that each year a million of the 8m children in our
schools will be absent without authorisation’. (Educational Guardian 2000)

We are moving into a ‘learning economy’ where the success of individuals,

firms, regions and countries will reflect, more than anything else, their ability
to learn’ (OECD, 2000:29). These trends, OECD point out elsewhere, raise
‘profound questions for the kinds of knowledge pupils are being equipped with
and ought to be equipped with, by schools’ (OECD, 2001:29).

The concept of the knowledge community needs to be adopted by our

education system. Does this mean that the world that we live in has far less
set rules and 'knowledge needed by a child leaving the education system' is a
far less obvious collective than once was thought.
'The post modern says that knowledge is relational, is contingent upon the
people within the discourse, and is vital and changing'
(Bowring-Carr & West-Burnham 1997)

Ways of Learning

Many new theories of learning enhancement have been posited over the last
decade. Theories of multiple intelligences (Gardner 1993) and preferred
learning style (Honey and Mumford 1992) are now commonly put in to
practice in UK education establishments and teacher training institutions.
Research work in research in Mirror Neuron Systems (MNS) (Rizzolatti et al
2004) has enabled us to develop an understanding that perhaps using an
Interactive White Board can bring about powerful learning gains as well as
motivational successes.
Many believe that learning by pointing is a basic and necessary form of
communication that is followed when we are children. This form of
communication embeds meaning and reinforces concept frameworks.

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"Ostensive learning is absolutely basic to communication." Ostensive learning

is learning by having things physically pointed out to us with accompanying
verbal explanations. "Without it we couldn’t even get started," claims
Davidson. "We discriminate things naturally, responding to stimuli in very
sophisticated ways. Ostensive learning makes use of this." (Davidson 2000)

World renowned philosopher David Davidson’s comment is typical of the

claims of the importance in ostensive learning.

Teacher Reflection

At the heart of becoming a teacher is, above all else, being a learner, a life
long learner. To learn, one has to ask questions, of oneself and of others, and
to know that this process is valued and shared across the school. Reflecting
on teaching provides a focus for analysing and developing learning and
teaching.
(DENI 1999)

Teachers are or at least should be reflective in their practice. The above

statement from Department Of Education Northern Ireland explores this role
further and develops the idea of teacher as life long learner.
There are many texts which talk of this reflective practice or reflective action
(Dewey 1933). Perhaps it is this method of teacher learning which could be
used as a tool to develop excellent practice in using technology
enhancements to teaching and learning.
Teachers reflection both in and on action is important in developing their
professional knowledge (Schon 1983). This reflective process is developed as
we move through time and can be seen to develop as an accumulative
reflective model, this is exemplified by the constructive spiral of professional
competence (Pollard 2002)

Barriers to participation in teacher use of ICT’s have been well documented

(Dwyer et al 1988). Perhaps these stages of development of technologies can
be facilitated by interventions at each stage.

Expected Outcomes
From previous work with preferred learning styles I would expect most of my
students to enjoy the use of visual concept maps to help connect their
learning.
The use of limited text based notes will also help in making an inclusive
classroom. I would also expect that the use of the IWB would be of interest to
most students as they are generally interested in technology and especially
new equipment. This may just be a novelty factor and this interest could be
short-lived.

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Observations
I have decided to observe the process of IWB use in a number of ways. These
will mainly be through observational logs that I keep and the use of video to
record ways within which I have used the board and the materials that I have
developed.
The observations are on a day-to-day basis and will be kept in note form. I
sometimes require a time out session when I try to sit down and reflect on my
notes and the tasks that I have carried out. I will summarise these notes and
try to analyse them more critically in analysis section of work.
I have also had professional dialogue with several members of teaching staff
about the use of IWB within their teaching and this has helped form my views
on the IWB system that I have designed to meet the needs of both teacher
learners and student learners from my school.
Tasks
1. To develop visual starters for my lessons using the ACTIVstudio software
and concept maps.
2. To establish barriers to IWB effective use.
3. To develop a lesson review (Plenary) system that can be used after the
lesson has finished
4. To develop a system of shared use of IWB resources.
5. To design a user framework to act as a template for content management
as part of an Managed learning Environment (MLE)

Data Collection
These video clips show the ways in which I started to use the IWB over a
number of weeks.
Video Clip 1 (appendix ) shows the IWB used as a lesson starter to reinforce
learning points from the previous weeks lesson.
Video clip 2 (appendix ) shows the IWB used within a plenary session and
emphasises the ability to use visual cues such as colour easily
Video clip 3 (appendix ) shows the IWB used in conjunction with concept
maps both through the use of flip chart drawing and external software use
imported into the flip chart as a graphic
The sound clips are professional dialogue with other board users and some
student focus group work data
Sound 1 (appendix ) is a sample of conversations about stages of board use
Sound 2 (appendix )is a sample of conversation about barriers to progression
in the phased cycle of effective board use
Sound 3(appendix )is sample of conversations about sharing board resources
and good practice in the school and beyond
Sound 4 (appendix )is a sample of student focus group feedback about board
use
Sound 5 (appendix )is a sample of student focus group feedback about
‘Boardwalk’ resource base

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Summary

Within this project I have tried to start my voyage of discovery into the visual
world of IWB use. It has been an interesting leg of my journey but I feel very
much a new traveller. My initial aims were to try to promote better progression
in a year 9 GCSE applied ICT class as well as enable them to have a better
holistic understanding of their course by means of a visually orientated
structure. I feel that I did achieve these aims with the feedback from the class
showing that they found the use of the concept maps “easier to remember”
and “useful”.
Within the short period of time I have been using the system I have personally
felt that there is a better understanding and that the lessons that are
sometimes two weeks apart are better connected. This I think is partly
because strong structure from the three part lesson helps to support learning
and partly because I have been able to use the strong review and plenary
capabilities of the ACTIVboard.

"High-quality direct teaching is oral, interactive and lively.. It is a two-way process

in which pupils are expected to play an active part by answering questions,
contributing points to discussions, and explaining and demonstrating their methods to
the class. Advances in technology means that ICT [information and communications
technology] can now play an important role in the classroom, supporting the teacher
and enabling whole class interactive teaching"
(www.becta.org.uk, accessed 15/12/01).

As the Becta reading says “High-quality direct teaching is oral, interactive and
lively..” I feel that the IWB and associated materials that I have produced has
helped me to develop this.
My original aims changed somewhat within the research period and I decided,
as one does with an organic action research led project, that I would add to
the initial task list. I found through professional dialogues with other
colleagues that were using IWB for the first time that there were some
common threads:

The Phased cycle of effective board use

As use of the IWB rolled out it was obvious that teachers were using the
board in three ways: Board as marker board; Board as screen; Board as
interactive tool. These three phases seemed to depend on the level of ICT
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skill of the member of staff and also their willingness to spend time with the
equipment. (appendix)

Teacher Reflection Levels

Whilst using the ACTIVboard teachers seemed to have high levels of
reflection on their practice. Was this caused by the IWB, or by the very
process of deconstructing their teaching and changing teaching modes whilst
converting lessons to IWB lessons?

Creativity versus skills

Most ACTIVboard users tend to use or even need readily available resources
to inspire the creation of their own. Custom designed board resources
sometimes needed a high level of ICT skill than the teachers possessed.

Recommendations
I have decided to make some general recommendation for IWB
implementation. This will help me to achieve my aim of implementing an IWB
in every class room.
I have plans to develop a CPD group for Interactive White Board use and will
use this study as a conversational report to gain colleagues interest and
senior Leadership involvement.

1. Whole school implementation of IWB use needs careful planning and

consideration.
2. Staff development issues are critical: models of good practice exist –
use them and tailor to your needs.
3. If possible split the purchase of board and projector to follow the
phased development of us, and allow funding over 2 financial years.
4. Rich opportunities exist if one can share board-based resources easily
across the organisation: use of the school intranet by all members of
staff is important.
5. Review. An anytime anywhere system allows for a more flexible way
to use IWB materials. The project so far has started a cycle of reflection
that I hope to continue with further ACTIVboard use.

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Bibliography

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Bowring-Carr, C. & West-Burnham, J. (1997) Effective learning in schools:

How to integrate learning and leadership for a successful school, Financial

Times Pitman Publishing, UK.

DFEE, (1997) Connecting The Learning Society, The government’s

consultation paper.

Drucker, P. (1993). Post-capitalist Society. New York: Harper Collins.

Gardner, H. E. (1993). Frames of mind: the theory of multiple intelligences

(10th Anniversary Edition ed.). New York: Basic Books.

Handy,C. (1994) The Empty Raincoat, London: Hutchinson

Head,S. (1996) ‘The New Ruthless Economy’, New York Review of Books,

29th February

National Statistics Office. (2002)

http://www.statistics.gov.uk/pdfdir/intacc0702.pdf [accessed 28th April 2005]

OECD. (2000). Knowledge Management in the Learning Society. Paris:

Organization for Economic Cooperation and Development.

OECD. (2001). Knowledge and Skills for Life: First results from the

Programme for International Student Assessment. Paris: Organization for

Economic Cooperation and Development.

Ofsted LEA findings,BBC,2001, BBC News EDUCATION Helping schools to

improve

Pedlar M., J. Burgoyne and T. Boydell (1997) "The learning company. A

strategy for sustainable development" McGraw Hill

Senge,P,M. (1990) The Fifth Discipline, Doubleday

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\imitation,mirror neurons and autism. Williams et all

URL- http://cogprints.ecs.soton.ac.uk/archive/00002613/01/mn.pdf

Mirror neurons and imitation learning as a driving force behind “the great leap

forward” in human evolution- Ramachandran

URL – http://static.userland.com/gems/cdmilligan/mirrorneurons.rtf

, G. & Craighero, L. (2004). The mirror-neuron system. Annual Review of

Neuroscience, 27, 169-192

Davidson, me you and it: an interview with Donald Davidson

URL - http://www.philosophersnet.com/magazine/

Honey P, Mumford A (1992) The Manual of Learning Styles. Peter Honey,

Maidenhead.

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Appendix

Video Clip 1

Target Group : Year 10 GCSE Group

Aim: To encourage the group to engage at the lesson start and to reinforce
the previous lessons materials as the lessons are often a distance apart.

Dialogue:

In this video clip you can see the IWB being used to start the lesson and to
give powerful review session to this group. The group were completing a
project about the use of public information and its associated technologies.
The board notes were completed using Active studio software to build a
flipchart and various elements then used to build the pages.

A time line was created through discussion in the lesson with students about
technological advances through the ages. This time line was then further
improved by the addition of graphics after the lesson.

Concepts maps were built again through student group task of pair and share.
We then built a large group concept map of ideas of what technologies
contributed to public information and the differences in dynamic and static
information sources.
A presentation slide layout plan was then produced with students and this
then planned to be implemented by the students.

Observations:
The students enjoyed seeing their contributions again as board work. Some
students commented positively about the improvement made in the historical
time line and a conversation was developed about the time line again. Had
the students thought about this lesson when they went away and now were
more easily keyed into discussion because of the same board work display.
Did the improved images help to give enhanced visual cues to help them think
about the timeline again?

Video Clip 2

Target Group : Year 10 GCSE Group

Aim: To use the powerful review tools in IWB software to re enforce learning
and engage visual memory aids such as icons and colour

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Dialogue:

In this video clip you can see the flip chart software in Active studio used as
part of the plenary within a lesson. The power of reviewing work and board
notes made during the lesson is useful during this type of activity.

You can see that colour highlighting has been used to reinforce points about
advantages and drawbacks.

I could easily use this saved flip chart to remind students of the presentation
content plan time and time again. I even printed out the board notes for a
student who was having difficulties in organisation of their presentation.

Observations:
The students responded very well to the use of the board in this way, many
asked to return to a certain flipchart page so that they could remind
themselves of the content and technicalities of the work.

Video Clip 3

Target Group : Year 10 GCSE Group

Aim: To use the visual power of the IWB to develop the use of concept maps.
These maps could then be further enhanced by making them into hyper
linkable menus.

Dialogue:
In this video you can see that the rough concept maps have been developed
into more readable and visually stimulating concept maps. A cheap and
readily available software was used to create this called e mind map. The
software can import clip art into the branched concept map and also by made
to be hyper linkable. The resulting map can then be exported as a HTML
based web page and can be accessed through a web browser.
The maps were accessed through a school based web server and therefore
could be used by students at home to reinforce learning outside of the
classroom.

Observations:

The students really found using these maps useful. They were used to not
only focus student research to the correct resources but also to reinforce
visual groupings and connections in the theory being taught.

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Sound Clip 1

Target Group : First Time board user

Aim: To establish patterns of first time users and collect impressions about
IWB and difficulties.

Dialogue:
This sound interview clip was conducted to gain some insight into teacher use
of the board other than my own. The teacher talks about the initial use of the
IWB as a glorified projection screen and evaluates their own need for further
training and time to develop their expertise.

Observations:
The interview clip makes some very useful points
 Board use is phased
 A long period of time is needed for teachers to become proficient board
users
 Training is especially important in the initial introduction and in initiating
smooth transition between phased use

Sound Clip 2

Target Group: First Time board user- barriers to progression

Aim: To establish patterns of first time users and collect impressions about
IWB and difficulties.

Dialogue:
In this interview clip we ask the question “what barriers have you experienced
that hinder your progression in effective IWB use?”

Observations:
The interview makes an important point that seems to be echoed by many
IWB users:

 Lack of time to play and progress, develop personal materials

 Quality sharing of good practice and meeting time to talk to other board
parishioners

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Sound Clip 3

Target Group: Peer researcher conversation

Aim: To record some of the thoughts that were gained during peer group
meetings to discuss board use.

Dialogue:
This clip captures the essence of typical conversation that was to form my
thoughts and that of others whilst taking part in this study. The direct question
“How do we share each others resources?”

Observation:
The discussions that took part helped us to identify issues within the current
Active studio software that were making sharing resources more difficult as
well as helping to instigate the connection of IWB resources with existing
resources as part of our Managed Learning Environment (MLE).

Sound Clip 4

Target Group: Student impressions of the board in classroom use

Aim:
To establish student focus group views on IWB use.

Dialogue:

The students were asked to answer the following questions:

 What changes has the IWB had within the lessons that it has been
used?
 Does the use of the IWB help you to remember what went on within the
last lesson?

Observations:

The students made valid points about reviewing and visualisation. They also
made less obvious suggestions about endless boards etc

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Sound Clip 5

Target Group: Student impressions of resource sharing systems

Aim:
To establish students views of the “ Board Walk” sharing resource area

Dialogue:
Boardwalk was a development internet site that used a file upload and
directory catalogue script to list resource files (figure 2.). Content could be
uploaded via http transfer to the web server by any teacher users with security
access. This allowed flip chart files and other resources to be uploaded and
an automatic file directory list updated.
The main menus within boardwalk were developed using concept maps
(figure 1.)

Figure 1.

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Figure 2.

Observations:

Students found this system useful and their feedback was used to develop
new feature.

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Other Supporting Work Programs and CD based files

CD ROM

The CD ROM contains a file called Visual learning.pps This should open
using PowerPoint and run. You can access video clips and sound from there
and an early electronic version of the study. I used this initially to give
presentations to other teachers.

If this file does not work for any reason or you can not access Power point you
may also access video and sound files through the disc as raw files.

There is also a copy of timeline.doc which shows the development processes

I have been leading over the last 4-5 years, this helps to give historical
context to where I am now in my use of Learning Technologies.

CPD programs

I have now just completed the first IWB CPD program session, this was well
attended ( 25 staff) and I used lots of materials that I found during this study to
help make this a useful exercise.
I have now developed a program of IWB CPD which will include Board
focused observations and am in the middle of implementing this. Program
attached)

MLE

The development of “Boardworks” my resource sharing website was

instrumental in developing further VLE and content management systems. I
am currently running MOODLE as a VLE and several Mambo based content
management systems for collaboration.

http://www.mambo.com

http://www.moodle.com

IWB Implementation

The implementation of IWB across the college has gone well with the first 4
pilot boards being used for this study. I was able to then install another 6 and
develop their installations to a more practical working model. In September
2005 we will install another 11 boards bringing our school total to 21. The
results of this study were instrumental in giving the SLT continued confidence
in this investment.

Futures

I am currently developing a digital media server to server digitally recorded TV

to each board user, this will already compliment the successful college based

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Internet Radio pilot programs that are played every lunch hour for students
approval through the multimedia sound systems attached to each board.
I am currently seeking connections with a major concept mapping software
developer who is soon to develop a IWB specific concept map tool. I would
very much like this to be part of some type of further study as well as a further
impact of IWB evaluation study in about 12 months time.

(word count 5401)

D.P.Thomas 2005
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