2。 Literature Review

Many scholars have explored some topics related to IWB, for instance, how to use IWB, the functions of it, the advantages of using it, the problems existing in the application of Interactive Electronic Whiteboard teaching and improvement countermeasures, the perfect combination of IWB and the English classrooms, and so on。 For example, Sessoms has concluded that IWB has two distinct functions: display and interactivity。 As a display tool, teachers can display specific content: related files, software, or Internet resources。 As an interactive tool, interactive boards allow the user to write and manipulate objects including images and text (Sessoms 89)。 Fong-lok Lee has pointed out that IWB can bring new insights in teaching and that more graphics, examples, games, and so on can be used to enhance students’ understanding and to arouse their study interests。 He also emphasizes that a greater variety of materials such as videos, sounds, pictures and information from the Internet can be used in the lesson to assist their teaching (Lee et al。 442)。 On the basis of introducing the components of IWB, Zhou Lihong analyzes its main functions and its advantages in English teaching; and through the four levels of research and the combination of the teaching practice, she demonstrates its effectiveness in English classroom teaching。 Her research results show that IWB can not only enhance the interaction between teachers and students and arouse students’ enthusiasm, but also facilitate the construction of students’ knowledge and the generation of classroom teaching resources。 IWB can also stimulate students’ interest in learning so as to improve the effectiveness of English classroom teaching (Zhou 136)。 W。-Y。 Hwang has found that students can perform well in mathematical problem solving if they can better utilize the tools supported by a multimedia whiteboard system to do multiple representations for their solutions (Hwang et al。 267)。 Since there is lots of prior experience in using IWBs and lots of researches have been done on this topic, this article would explore how to use IWBs effectively in English teaching。文献综述

2。1 The development course of the Interactive Electronic Whiteboard (IWB)

The development course of IWB can be pided into three steps。 The first step is the traditional whiteboard。 From the late 20th century, people started to invent and use the whiteboard, mainly in order to avoid dust which does harm to teachers’ and students’ health。 The second step is the electronic whiteboard。 The electronic whiteboard was first invented by SMART in Canada in 1991。 Then the company produced the electronic whiteboard and promoted it into the Euramerican market。 The third step is the Interactive Electronic Whiteboard (IWB)。 It is a key step of the development history of the whiteboard, which truly achieves the two-way interaction between whiteboards and computers, presenters and audience。 来*自~优|尔^论:文+网www.chuibin.com +QQ752018766*

In the past ten years, as one of the most important learning technology, IWB has attracted wide attention and financial support all over the world。 In 2004, the ratio of using IWB in British primary schools is only 28%; while in 2007, a survey conducted by the British Educational Communications and Technology Agency (BECTA) shows that 98% of high schools and 100% of primary schools have been equipped with IWBs。 By 2008, the average number of IWBs in primary schools has risen from 6 in 2005 to 18, and in middle schools has risen from 18 in 2005 to 38。 By 2008, the sales quota of IWBs has reached billions of dollars around the world。 According to the estimate from some relevant market researches, every 7 classrooms around the world will have 1 piece of IWB to 2016。