For the time being this is a research question that lies outside the scope of this project. There appears to be a need for more experimental design linked to the usefulness of interactive whiteboards in connection with teaching. Many international case studies have also been conducted on the use of interactive whiteboards (Beauchamp, 2004 Glover & Miller, 2002 Mercer et al., 2010 Schuck & Kearney, 2008 Lerman & Zevenbergen, 2007 Zevenbergen & Lerman, 2008). Instead, we want to use the project to identify examples of the use of interactive whiteboards. A third factor is that the project uses an arbitrary sample, and it is therefore difficult to transfer findings from this study to other schools. It is important to be aware that none of the methods used in this project take precedence.

It might just as well be the case that different phenomena or aspects are elucidated when different methods are used. It is not certain that the same phenomenon can be elucidated by the use of different methods.

Using different methods presents several challenges. The time data can be used to link this form to the video recordings, field notes or the more structured observation form. The activities that are recorded are time-coded, and the activities are briefly presented and described. The other form is therefore more open-ended and can be used specifically for when something interesting is observed or when something unexpected happens. The disadvantage of a form with predefined categories is that the observer may be influenced by assumptions which she has already made in the study and which she brings with her into the classroom situation, and that it may be difficult to capture interesting events, which do not fit directly into the categories defined in the observation form. The purpose of this is to obtain an idea of what is going on and which activities are predominant during the teaching session (Kleven & StrГёmsnes, 1998). One contains predefined categories based on an operationalisation of the research questions for the study. The project also looks at what possibilities and limitations interactive whiteboards present when it comes to interaction between teacher, pupil and subject matter. What characterises the teacherвЂ™s role when using interactive whiteboards? Do the pupils become active participants? Focusing on didactic design, we want to investigate how teachers combine and present learning resources when they use interactive whiteboards as part of their own teaching practice. The project group also holds an assumption that when the teacher uses interactive whiteboards in the teaching situation, this will have significance for the teacherвЂ™s role.

The project investigates how both pupilsвЂ™ assessments of themselves and each other, as well as teachersвЂ™ assessments, take place in the learning process through student-involved teaching with interactive whiteboards. Furthermore, the project focuses on assessment, which is an important tool for achieving competence aims for the curricula and one of the priority areas for Drammen Municipality. Are the questions open-ended or closed? In other words, do the answers require reflection and offer opportunities to communicate what is being thought about the question, or do they simply require a right or wrong answer to a closed question.

In this study we address how the communication flow between pupil and teacher and between pupils is perceived.

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