101 ǯ Žƌ 'ƌĞŐŽƌĐŝĐ hƉƉƐĂůĂ hŶŝǀĞƌƐŝƚLJ ^ǁĞĚĞŶ Interactive whiteboards (IWBs) have become commonplace in classrooms in the Ǥ ǡ Ǥ - retical perspective that recognizes the IWB-based learning environment as a case Ǧ ȋ ȌǤ of embodied cognition and distributed cognition were used to guide the design of a learning sequence on the topic of the orbital motion of planets and I analyse Ǥ which embodiment enters high-school student discourse in the context of small- ǡ Ǥ ǯ on their physical experience within the IWB-based environment can help students ϐ ϐ Ǥ 1 Introduction ǡ ϐ Ǧ - Ǥ - tion of interactive whiteboards (IWBs) into many classrooms in primary and secondary ȋ Ƭ ǡ ʹͲͳ͵ȌǤ - Ȅ Ȅ allow schools to keep up with the technological advances in our everyday lives and better prepare students to function in the fast changing world of the 21 st Ǥ However, a recent OECD report on the use of computers in schools (OECD, 2015) reaf- ϐ ǣ Ǥ ǡ Ǥ expect that the mere introduction of a new piece of technology will somehow improve Ǥ Research shows that teachers may not necessarily make use of IWBs at all (Somyürek, ǡ Ƭ Yǡ ʹͲͲͻȌǤ Dzdz ȋ Ƭ ǡ ʹͲͲͺȌǡ Ǥ - fective use of IWB in instruction focus on sustained teacher training in student-centred, discipline-based pedagogical practices, rather than just demonstrations of the technical ȋ Ƭ ǡ ʹͲͳ͵ȌǤ However, as the IWBs have not appeared as a direct response to a particular pedagogical ǡ Ǥ IWBs allow primary-school teachers to engage students in graphically rich and interactive activities, but are there useful ways of using the IWB in high school or university physics instruction? My experience suggests that high-school physics teachers struggle to see sig- ǡ Ǥ ȋʹͲͳȌǤ ǯ Ǥ ǤǦǤ Ƭ Ǥ ȋǤȌǡ Selected Papers from the 20th International Conference on Multimedia in Physics Teaching and Learning ȋǤ ͳͲͳȂͳͲͺȌǤ ǣ Ǥ