How feasible is the teaching method (Interactive Whiteboard) in a congested classroom considering the South African context? Including APA 7 referencing style.

The idea of integrating technology into education is no longer a novelty; it has become a necessity, especially in the wake of the COVID-19 pandemic. Among several teaching methods incorporating technological advances, one of the most prominent ones is the use of Interactive Whiteboards (IWBs). However, in terms of their implementation in congested classrooms within the South African context, a feasibility analysis is imperative. Given the South African educational context, the introduction and feasibility of IWBs in a congested classroom can raise several challenges. To begin with, a significant number of schools in South Africa, particularly the underprivileged ones, are still grappling with basic infrastructure issues. Technological inaccessibility owing to financial constraints and rarity of stable electricity constitute significant barriers (Betcher & Lee, 2009). Furthermore, a congested classroom might prove to be a deterrent for proper utilization of the interactive features of the IWB. Engagement of all students in a crowded classroom can be challenging as students seated towards the back may have difficulty in interacting with the content or the teacher (Beauchamp & Parkinson, 2005). However, despite the challenges, the potential benefits of integrating IWBs cannot be overlooked. Through the use of IWBs, a congested classroom can nonetheless experience enhanced interaction and engagement (Mercer, Hennessy, & Warwick, 2010). The IWB is capable of making the learning-teaching process more active, collaborative, student-centered, and facilitating critical thinking. Moreover, the method can act as a tool for inclusivity, as visual, audio, and tactile elements integrated into teaching benefit all students, irrespective of their learning abilities, and may prove to have a significant impact on large classes (Eady & Lockyer, 2013). In conclusion, while the feasibility of IWBs in South African congested classrooms presents substantial obstacles, the potential advantages necessitate the consideration of this technology and strategies for overcoming the barriers need to be discussed and executed. Proper training and support for teachers would also be vital along with infrastructural development that makes such technological integration possible. References: Beauchamp, G., & Parkinson, J. (2005). Beyond the ‘wow’ factor: Developing interactivity with the interactive whiteboard. *School Science Review*, 86(316), 97-103. Betcher, C., & Lee, L. (2009). *The interactive whiteboard revolution: Teaching with IWBs*. ACER Press. Eady, M.J & Lockyer, L. (2013). Tools for learning: technology and teaching strategies. *Learning to Teach in the Primary School.* Queensland University of Technology, Australia. Mercer, N., Hennessy, S., & Warwick, P. (2010). Using interactive whiteboards to orchestrate classroom dialogue. *Technology, Pedagogy and Education*, 19(2), 195-209.