A growing number of classrooms are currently being equipped with interactive whiteboards. Figures from Futuresource (2009) show that between 30 and 40 per cent of Norwegian classrooms are now equipped with interactive whiteboards, and it is fair to assume that this figure is rising1
. At the same time, few teachers have subject-didactic training in how to use these tools. Many questions can and ought to be addressed when a new type of teaching technology enters the classroom on such a large scale. Will the use of interactive whiteboards contribute to a change in teachers’ teaching practices? If so, in which respects? What happens to learning and motivation when teaching is performed using an interactive whiteboard? Keywords:
Interactive whiteboards (IWB), classroom practice, teacher training, teaching, technology.