The interactive whiteboard has become a popular technology in recent years thanks to its potential. Educators are able to accommodate the learning styles and different intelligences of their class using this tool. The use of the interactive whiteboard has inspired teachers to expand and extend their interaction and engagement with students and with the technology itself. Interactive whiteboards (IWBs) offer a number of benefits to students. Most of these benefits concern the affective sphere (DiGregorio & Sobel-Lojeski, 2010). IWBs tend to improve students' motivation to carry out academic activities. Students usually enjoy the pictures and interactive activities and look forward to their turn to use the whiteboard themselves. As a result, students are often more engaged and attentive when learning via an IWB. Studies have found that using an IWB can improve students' attitudes toward many topics, even those they don't like as much (Wall, Higgins, & Smith, 2005). Interactive whiteboards also provide students with greater access to technology and digital resources. Using an IWB, an entire class can view a website, complete an interactive activity, watch a movie or play a game. Indeed, IWBs provide a classroom with access to the world of the Internet (Starkman, 2006). This allows the learning to be more up to date. While using IWBs, students learn how to use IWB technology and how to navigate the web. The use of IWBs also makes learning more portable. IWBs allow teachers to easily create PDFs of class assignments that can be easily shared with students. This allows students to access classwork from anywhere (Genesis, 2009). Interactive whiteboards can also help students learn. Providing multimode......middle of paper......sings the 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., & Widener, J. (1999). Using SMART Board in foreign language lessons. Gill, S., & Islam, C. (2011). Shared reading becomes high-tech. Reading Teacher, 65(3), 224-227. Genesis, D. (2009, March 1). Student perceptions of interactive whiteboards in a third grade classroom. Online submission, five ways SMART Boards are a smart choice in the classroom. (n.d.). Concordia University Portland online. Retrieved April 28, 2014, from http://education.cu-portland.edu/blog/tech-ed/five-ways-that-smart-boards-are-a-smart-choice-in-the-classroom/