The interactive whiteboard has become a popular technology in recent years because of its potential. Teachers are able to respond to the learning styles and different intelligences in their classroom using this unique tool. The use of the interactive whiteboard has inspired teachers to broaden and extend their interaction and involvement with their students and with the technology itself. Interactive whiteboards (IWBs) offer many benefits to students. Most of these benefits concern the emotional domain (DiGregorio & Sobel-Lojeski, 2010). IWBs tend to improve students' motivation to perform academic activities. Students generally enjoy the images and interactive activities and look forward to being able to use the board themselves. As a result, students are often more engaged and attentive when learning via an IWB. Studies have shown that using an IWB can improve students' attitudes toward many subjects, even those they do not like as much (Wall, Higgins, & Smith, 2005). Interactive whiteboards also provide students with greater access to technology and digital resources. Through an IWB, an entire class can view a website, complete an interactive activity, watch a film or play a game. In effect, IWBs provide a class with access to the world of the Internet (Starkman, 2006). This allows you to learn to be more up to date. Using IWBs, students learn how to use IWB technology as well as how to navigate the web. Using IWBs also makes learning more portable. IWBs allow teachers to easily create PDF files of classroom assignments that can be easily shared with students. This allows students to access classwork from anywhere (Genesi, 2009). Interactive whiteboards can also help students learn. By providing multimoda...... middle of paper ...... sing Smart Board in teaching social stories to students with autism. TEACHING Exceptional Children, 43(4), 18-24. Whitby, P.S., Leininger, M.L., & Grillo, K. (2012). Tips for using interactive whiteboards to increase participation of students with disabilities. TEACHING Exceptional Children, 44(6), 50-57. Gerard, F., Greene, M. and Widener, J. (1999). Using SMART Board in foreign language lessons. Gill, S. and Islam, C. (2011). Shared reading goes high-tech. Reading Teacher, 65(3), 224-227.Genesi, D. (March 1, 2009). Student perceptions of interactive whiteboards in a third grade classroom. Online submission, five ways SMART Boards are a smart choice in the classroom. (nd). Concordia University Portland Online. Accessed April 28, 2014, from http://education.cu-portland.edu/blog/tech-ed/five-ways-that-smart-boards-are-a-smart-choice-in-the-classroom/