Mini whiteboards

Mini whiteboards involve students using a board to represent their ideas and record their explanations. They:

  • enable educators to quickly check for comprehension by asking students to answer on their board and then having the whole class display their boards
  • support students to take risks as they can quickly and easily erase errors and attempt a task again
  • allow students to work independently or collaboratively on tasks.

Mini whiteboards

ICT templates

How to use with ICT

Teachers can use applications such as Socrative or Desmos to get quick feedback on student comprehension, display anonymised responses to the class for discussion, and highlight particular strategies.

Students can use digital whiteboard applications to practice and reinforce literacy and numeracy skills, similar to what may be replicated on a magnetic board. They can also create presentations, tutorials, and animated stories in real-time, using video, notation and audio recordings to support and share their explorations.

Single computer

Project prepared questions for all students to see, revealing them one at a time as students answer on their own mini whiteboard. 

External resources

Find out more resources
Title Link Description
Microsoft whiteboard Microsoft whiteboard Microsoft whiteboard is an interactive collaborative space that teachers and students can use to brainstorm as well as work together on lessons and projects.
NSW DoE Stage 3 Thinking mathematically Let's talk 2 Watch a number talk on finding three different strategies to solve the same problem (as seen in the Jamboard template example)


Links to third-party websites:

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The department accepts no responsibility for content on third-party websites.

Personalised learning

Disability, Learning and Support

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.