Turkish Journal of Computer and Mathematics Education Vol.12 No.3 (2021), 842-845 Research Article 842 The Advantages of Interactive Whiteboard Technology in the Development of Children’s Learning Haiza Hayati Baharudin 1 , Abdul Halim Masnan 2 , Azizah Zain 3 1 Sultan Idris Education University, 35900 Tanjung Malim, Perak, Malaysia 2,3 PhD, Early Childhood Education Department, Sultan Idris Education University,35900 Tanjung Malim, Perak, Malaysia Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021; Published online: 05 April 2021 Abstract: The use of Information and Communication Technology (ICT) in education is expanding with the development of related studies worldwide. The use of the Interactive Whiteboard (IWB) technology is one of the most widely used ICT technology equipment in the classroom. In this article I will discuss the advantages of using IWB in the classroom of early childhood education institutions or preschools which include active participation of children in learning, developing learning habits, improving achievement in learning and helping to improve children's literacy skills. Keywords: Information and Communication Technology, Interactive Whiteboard Technology, Preschools, Childhood Education 1. Introduction The development and influence of information and communication technology (ICT) in education has been encouraging and accepted by most educational institutions. Many researchers agree that ICT technologies such as smartphones, interactive whiteboards and tablets can help improve children's academic achievement. However, its use is limited in schools due to some constraints such as teacher skills and technical support. The use of the Interactive Whiteboard (IWB) in preschools is ideal as children will be more likely to interact and collaborate with others using this tool. (Sandvik, Smordal&Osterud, 2012). Children are also quick to learn using this device as it is easy to operate, and moreover children have been exposed to similar technology devices at home. (Couse & Chen, 2010). According to Estefania, David, Pablo, Cristina, Cristian and Hermelinda (2018) in their study of the impact of interactive devices in early childhood education in Spanish, show that the IWB is capable of capturing children's attention and interest as it is a new tool. This technology can enhance children's motivation when used appropriately by teachers. The use of IWB encourages interaction and collaboration between children as they discuss finding the right answers and helping their friends. It also promotes children's involvement in the learning process where they learn in a highly collaborative environment as they help one another. This interactive technology is best used for children as they learn faster and independently and provide opportunities to explore the use of these tools as well as focus on the learning content presented. However according to the findings of Estefania and colleagues (2018) there is an issue in the use of this IWB where it is placed in a position that is not appropriate to the height of children. This will make it difficult for them to interact with this equipment more effectively. But it still does not hinder their focus on learning using this technology, especially with the help of teachers. The results of children's learning achievement increased with the use of IWB technology and enabled the teacher to change the perspective of ICT technology in the classroom. 2. Active Participation in Learning Teachers who use IWB in classroom teaching and learning can encourage children's involvement in learning activities. According to Mary Bourbour and Camilla Bjorklund (2014) teachers also agree that the use of IWB can enhance children's involvement in active learning processes. The use of IWB can increase children's confidence to engage in activities, especially at the beginning of the year when they are still new to the school environment. This way teachers will be able to engage children in engaging in communication and learning environments with teachers and other peers. The use of IWB builds an active learning environment and provides opportunities for children to explore using a variety of physical and visual objects (Mary Bourbour& Camilla Bjorklund, 2014).