C. The Relationship between Use of IWBs and Student Achievement
Studies that have examined the relationship between the use of IWBs and student achievement have yielded mixed findings (Higgins et al., 2005; Lewis, 2003, Swan, Schenker, & Kratcoski, 2008). Firstly, it seems that IWBs positively influenced students’ ability to understand complex concepts, for example, in math and science (Hennessey et al., 2007; Mildenhall, Swan, Northcote, & Marshall, 2008). Similarly, teachers contended that the multi-faceted technological presentation (that relates to a number of senses – sight, hearing, and sometimes even touch, when the student nears the board) aids students who have difficulty developing mental images of complicated concepts (Kennewell, 2006).