Source : http://www.dln.org.uk/images/lens.GIF

The theory of schemata in cognitive psychology can be linked with SMARTboards since it helps students to organise current knowledge and provide a framework for future understandings. Engaging in whole-class interactive learning activities organised by the teacher allows learners to store information in long-term memory in an organised structure. In some ways Transformative Learning Theory can be connected with SMARTboards since using a new technology in the classroom transforms the pedagogical practices and learning experiences of the child. It helps develop critical thinking skills with the use of audio-visual aids in the class which makes students think about the concepts critically and subjectively. Teachers through critical reflection of their practice are able to reformulate their meaning-making structures and thus develop and design innovative lesson activities using the many features of a SMARTboard. 

Social Role Valorization (SRV) theory fits well with SMARTboards that “advocates for improving the lives of people who tend to be devalued by society, among them the physically and intellectually impaired” (Voyle, 2008, p. 30). This technology not only is used in the mainstream classes but also offers opportunities for the children with special needs since the interactive features are able to engage children through touch, visual, auditory and thinking skills. Using this interactive technology is a positive exchange in the educational setting for children with special needs so that they can develop self confidence and a sense of belonging in the society. Thus, learning with a SMARTboard improves the quality of life for the children with special needs assisting them to fit into the society in the most normal way.

A SMARTboard aligns with the Constructivist theory which indicates that learning is an active process of creating own meanings through various experiences. A SMARTboard enables a teacher to structure the learning environment and create opportunities for students to engage in active exploration and interaction using examples, images, and videos that fosters the ability of students to construct their own knowledge. Teachers can search out students’ understanding and prior knowledge about a topic or concept by storing and recalling past SMART-aided lessons. 

SMARTboard serves as a technological instructional tool that has positive effects on student engagement as evidenced by their at-task behaviour in the classroom (Morgan, 2008). Using a SMARTboard in the class supports a learner-centred environment since students interact with the multimedia content, write notes using digital ink, draw shapes, manipulate texts and images, access internet, etc, guided by the teacher who acts as a facilitator. In constructivist’s view knowledge is constructed through experience and reflection and for this reason students need to engage in exciting lessons and SMARTboard serves as a visualization tool that allows them to participate in ‘hand-on’ activities. Integrating this technology in the classroom supports social interaction, collaboration, motivation and engagement and a learner centred environment which are key constituents in constructivism. 

Using a SMARTboard also promotes Bloom’s Taxonomy that encourages higher order thinking and problem-solving skills when engaged in interactive learning activities. The multimedia and multi-sensory features makes it possible to present stimulating ideas that enhances students’ recall (Schuck & Kearney, 2007). 

Teachers can incorporate the theory of multiple intelligences into the classroom learning by using a variety of methods using SMARTboards to recognise the full range of abililties and talents of a student. According to Gardner (2009), students have a wide range of cognitive abilities since “ they possess different kinds of minds, with different strengths, interest and modes of processing information” (p. 106). 

Limitations of SMARTboards