Attitudes toward the number of IWBs
a. Placement of the IWB in homeroom classrooms – advantages and disadvantages:
Use of the IWB can then become more routine and continuous, and that teachers of other classes can utilize the boards when the homeroom class is learning in groups. A possible disadvantage, is that there is exposure only to a small group of students, as the homeroom classes mainly serve one group of students.
From the students in the focus groups, it seems that even when the IWB is installed in the homeroom class not all teachers make use of it. Thus, this resource is not fully utilized.
b. Placement of the IWB in laboratories – advantages and disadvantages:
Preparation of the full array of lesson materials by the department staff, that is, cooperative thinking by a number of teachers who prepare the lessons, clear assignation of responsibility for maintaining the room, and the possibility of improvements to the room by the department staff. According to the coordinators,
The disadvantages to this placement are the lack of utilization of the classrooms during the full weekly schedule and exposure of this technology to few students, as students tend to learn in these rooms in small groups. An additional, the other teachers do not use the IWB, and it becomes associated only with certain department, rather than all departments.
c. Integrated Model: A portion of the principals (n=2) and the innovation leaders (n=3) recommend installing the IWBs both in homeroom classrooms as well as in classrooms for specific departments.
The advantage cited by the innovation leaders to this placement is that in the homeroom class many teachers can use the IWB and can create a pace of learning with the IWB among the same group of students. Similarly, in classrooms for specific departments numerous groups of students use the space in a regular fashion.