Van Niekerk, M.2017-04-042017-04-042015Van Niekerk, M. 2015. Use of interactive whiteboards as part of a blended learning environment: not as white as it seems. Progressio, 37(1):83–98. [http://journals.co.za/content/progress/37/1/EJC180398]0256–8853http://hdl.handle.net/10394/21049http://journals.co.za/content/progress/37/1/EJC180398Interactive whiteboards (IWBs) have become an essential technological medium of instruction, especially in distance education (DE), enabling interaction between lecturers and students over vast distances. Efficient utilisation of IWBs has the potential to enhance teaching and learning in a blended environment. This article focuses on the perceptions of members of the school management team (SMT) pertaining to their first experiences with IWBs as part of a blended learning environment. Although the students were adult learners, and leaders in education, it cannot be presumed that these students undergoing professional development via IWB are ready and open towards lecturers using such a medium of instruction. Open-ended questionnaires were completed by 50 students enrolled for the Advanced Certificate in Education: School Management and Leadership (ACE SL). Participants’ mixed experiences led to factors being identified that need to be addressed before and during the IWB session, for the optimal interactive and cooperative teaching and learning experience. This article makes recommendations to improve IWB sessions and indicates the importance of a sound and reliable technological environment for the effective use of IWBs as part of a blended learning environment.enInteractive whiteboard (IWB)blended learning (BL)distance education (DE)school management team (SMT)continuing professional teacher development (CPTD)Information and Communication Technologies (ICT)Article