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Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
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