"All the children, parents and teachers interviewed [on the use of interactive whiteboards in education] believed the teaching was more fun, more engaging, more exciting and was impacting upon the enjoyment, speed and depth of learning"
(Mal Lee and Maureen Boyle 2003. The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School: A Brief Review.)

"The pace of the lesson is increased.... It encourages teachers to plan lessons which involve interactive whole-class activities. The teacher can look at the class, rather than at the computer keyboard (which would be the case if a computer and large monitor or image projected onto a wall were used).... The teacher can concentrate on pupils' responses"
(Barbara Ball 2003. Teaching and learning mathematics with an interactive whiteboard.)

"Two thirds of the teachers felt that the whiteboard offered strategies for teachers to develop interactive teaching. One third stated that pupils from all ability groups were now more willing to take part in lessons. Observations of lessons confirmed the teachers' perceptions. All of the lessons were seen to use a high level of whole class interactive teaching"
(Penny Latham 2002. Teaching and Learning Primary Mathematics: The Impact of Interactive Whiteboards.)

"It engaged my primary students in literacy learning.... I was able to interact with the class, demonstrating, modeling and manipulating what was on the board by touch. I was not confined to, or focused on, a computer that separated me from the class.... Visual display in the form of diagrams, webs and pictures, as well as use of colors and shapes to highlight text, prompted engagement" (Pamela A. Solvie 2004. The Digital Whiteboard: A Tool in Early Literacy Instruction.)

"The use of an interactive whiteboard enables teachers to gather extensive feedback from pupils by listening to their explanations. From this, teachers are able to gain deeper understanding and progress."
(Margaret Cox, M. Webb, C. Abbott, B. Blakeley, T. Beauchamp and V. Rhodes 2003. ICT and Pedagogy: A Review of the Research Literature.)

"Students in the technology-enhanced sections reported more enthusiasm and interest in the course than did the students in traditional sections, and, perhaps as a result, the retention (student attendance) rate in the experimental sections was much higher than in the control sections.... [T]he retention rate - 97.1 per cent - was markedly higher in the interactive whiteboard-enhanced sections"
(Linda Tate 2002. Using the Interactive Whiteboard to Increase Student Retention, Attention, Participation, Interest and Success in a Required General Education College Course.)

"Students were very motivated by the whiteboard lessons and commented on the fact that they had been able to understand much better what to do by being shown rather than being told. Students remembered the lessons and hopefully this will provide a prompt to the learning aim of the lesson.... The interactive nature of the whiteboard caused the most excitement for both staff and students. Students were very enthusiastic and wanted to have a hands-on role"
(Anna Smith 2000. Interactive Whiteboard Evaluation.)

"One teacher reported that pupils who hardly ever spoke in class were motivated to discuss work with their peers, and that he was able to learn much more about what such pupils really understand... Interactive whiteboards [can] promote class discussions, and [improve] pupils' explanations and presentation skills"
( Margaret Cox, M. Webb, C. Abbott, B. Blakeley, T. Beauchamp and V. Rhodes 2003. ICT and Pedagogy: A Review of the Research Literature.)

"The special-needs teacher noted that the most significant attribute was the attention and motivation the students had when working with the board.... The sustained motivation and persistence with the use of the board are the two key factors in aiding with learning outcomes"
(Geri Salintri, K. Smith and C. Clovis 2002. The Aural Enabler: Creating a Way for Special Needs Kids to Participate in the Classroom Lesson.)

"When one can sit and listen to five-year-old children in kindergarten express what is distinct about whiteboard focused learning at Richardson and how it assists them to learn more, faster and in a more enjoyable and interesting way, then one senses something rather special is happening"
(Mal Lee and Maureen Boyle 2003. The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School: A Brief Review. )

"Visual learning through the use of a whiteboard can range from the use of text and pictures to the use of animation or video. Activities that involve auditory learning include the use of words orally for pronunciation, speeches and poems. Allowing students to physically interact with the board can assist with meeting the needs of tactile learners. Numerous software programs can be used that involve user contact with the whiteboard"
(William D. Beeland 2002. Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help?)

"The nature of the interactivity and the images that can be used to reinforce learning is vital in teaching SLDD [specific learning difficulties and/or disabilities] students. To participate in the learning process (and have all the facilities of the word processor to create professional-looking end products) helps students to engage in a way that would not normally be possible in a classroom situation, adding to the richness of the learning experience"
(Matthew D. Pugh 2001. Using an Interactive Whiteboard with SLD Students.)

"Of particular importance to the younger children was the tactile nature of the medium, that ready ability to engage with the material on the board and for the children to use their finger nail to open files, to write or simply to highlight a point"
(Mal Lee and Maureen Boyle 2003. The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School: A Brief Review. )

"[The teacher has] been able to play videos on her interactive whiteboard and enlarge the text so her [vision-impaired] students can see details they can't usually see on a computer screen. They are finally able to see and interact with a computer image, which is very valuable" (Susan Cooper and Sue Clark 2003. Showing, Telling, Sharing: Florida School for the Deaf and Blind.)

"While it is difficult to prove if [interactive whiteboards] boost student grades, they definitely improve students' attitude toward learning and ability to understand complex concepts.... [I appreciate the ability to] record class notes and homework assignments [and] prerecord a daily lesson [for students] when they will be absent from school. Although the teacher isn't seen, students still hear the teacher's voice and see what was written on the whiteboard"
(Tom Reardon 2002. Interactive Whiteboards in School: Effective Uses.)

"The large visual-stimulus facility was seen as particularly important, as was the ready ability to 'replay' work. The boards and a scanner allow the teacher to transform an A4 page into a very large image, to then manipulate that image and, if desired, to 'play back' work done. For example, with children's handwriting, the system can replay, in slow motion, the child's writing of a letter. This kind of facility not only engages the children, but also holds their attention"
(Mal Lee and Maureen Boyle 2003. The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School: A Brief Review. )

"It's easier to understand.... The pace of the lessons is increased, because the teacher does not waste time thinking about the next question, writing it on the board, etc."
(Barbara Ball 2003. Teaching and learning mathematics with an interactive whiteboard.)

"It proved to be an organisational tool for lesson preparation and an effective way to follow up on instruction.... Everything was saved to the computer, work could be revisited, revised, printed and shared - either electronically or via hard copies - immediately and within the context of the lesson"
(Pamela A. Solvie 2004. The Digital Whiteboard: A Tool in Early Literacy Instruction.)

"Used alongside my established programs of study, I feel I am providing a more informative and interesting curriculum.... Their retention of the skills taught has been excellent"
(Liz Greenwell 2002. Physical Education: An Interactive Approach.)

"A number of teachers indicated that the interactive nature of the board was freeing them from the time consuming task of making resources, such as number cards, again reducing their preparation time and reducing duplication.... There was clear evidence of teachers saving entire whiteboard lessons for future use. Nearly all teachers reported that in the long run, the ability to save and edit lessons would reduce preparation time and save unnecessary duplication"
(Nigel Bush, J. Priest, R. Coe et al. 2004. An Exploration of the Use of ICT at the Millennium Primary School, Greenwich.)

"All the teachers using the [interactive] boards commented on their need to shorten their program timelines. The children would appear to be completing work faster and in greater depth [using interactive whiteboards]"
(Mal Lee and Maureen Boyle 2003. The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School: A Brief Review. )

"It proved to be an organizational tool for lesson preparation and an effective way to follow up on instruction"
(Pamela A. Solvie 2004. The Digital Whiteboard: A Tool in Early Literacy Instruction.)

"Teachers using an electronic whiteboard instead of a blackboard... had the additional advantage that they could save their notes for use later." (Margaret Cox, M. Webb, C. Abbott, B. Blakeley, T. Beauchamp and V. Rhodes 2003. ICT and Pedagogy: A Review of the Research Literature.)

"It encourages teacher to plan lessons which involve interactive whole-class activities"
(Barbara Ball 2003. Teaching and learning mathematics with an interactive whiteboard.)

"The interactive whiteboards have allowed teachers to take advantage of the power of ICT within the teaching component of the teaching and learning process in ways that are just not possible with the traditional personal computing approach to ICT in schools"
(Peter Kent 2003.'E-teaching' with Interactive Whiteboards.)