Abstract

Increasing numbers of classrooms are equipped with interactive whiteboards (IWB). In Sardinia, during 2013 all the classroom have been equipped with IWB. Within this context, our research questions concern (a) the actual classrooms settings equipped with IWB and therefore (b) the teaching-learning strategies suggested by the classrooms settings and the tacit professional model suggested by classroom settings and thus (c) the coherence and alignment of local school settings and practices with the socio-constructivist paradigm. In order to increase the awareness about the implicit meaning of classroom setting, the participants to special courses in order to achieve the Teaching Certificate (Percorsi Abilitanti Speciali - PAS) have been invited to make a self-observation, including pictures of the classroom and a free description of a teaching-learning activity. In the field examined it seems that IWB does not transform the ecology of classrooms. Therefore the paper discusses the narrow potentiality of IWB in changing the classroom practices. Indeed IWB could enrich the lesson but the school practices does not automatically turn to a socio-constructivist paradigm.