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A report from London's Institute of Education on Interactive Whiteboards ^[6] said:

• Although the newness of the technology was initially welcomed by pupils any boost in motivation seems short-lived. Statistical analysis showed no impact on pupil performance in the first year in which departments were fully equipped.
• Sometimes teachers focused more on the new technology than on what pupils should be learning.
• The focus on interactivity as a technical process can lead to some relatively mundane activities being over-valued. Such an emphasis on interactivity was particularly prevalent in classes with lower-ability students.
• In lower-ability groups it could actually slow the pace of whole class learning as individual pupils took turns at the board.

Only around 1 in 15 of the teachers studied had received any form of training or professional development in the use of the technology which is considered by commentators as a key factor in the deployment of anything intended to impact teaching and learning.^[7][8]