C. The Relationship between Use of IWBs and Student Achievement. According to the experienced teachers, the IWB became integrated into their pedagogy as a mediator of their interactions with the student, among the students themselves, and between the students and the IWB as part of the pedagogical changes taking place. After two years, skilled teachers learned to use the board for learning in pairs and in small group of three students. The researchers concluded that students feel greater motivation to demonstrate their capability and their knowledge in the operation of the various functions of the board, especially in small groups or individually, and the experienced teachers who identified this motivation used it to enhance student learning.