Many K-12 and higher-ed schools in both the United States and the United Kingdom have made a substantial investment in interactive whiteboard technology. Interactive whiteboards (IWBs) are generally perceived by students and teachers as a positive addition to the classroom learning environment. While there is support for links between IWBs and increases in student motivation, questions remain about the relationship between IWBs, student learning, and achievement. In this study a literature review was conducted to better understand the research to date in this area. Several common themes surfaced including the effect of IWBs on pedagogy, motivation, interaction, perception, learning, and achievement. In addition, the research suggests that these effects are related to contextual factors such as teacher training, teacher confidence, school culture, technical support, and lesson preparation and practice time. An IWB framework is suggested and directions for future research are also discussed.
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