Abstract
The rapid integration of Interactive Flat Panels (IFPs) into classroom settings has often been newly discoursed in terms of technological affordances and instructional efficiency in schools. However, less attention has been paid to their pedagogical implications, particularly in relation to the evolving role of teachers. This article argues that IFPs fundamentally reposition teachers from primary knowledge explainers to learning orchestrators who design, manage, and mediate classroom interactions interactively. Drawing on sociocultural learning theory and classroom discourse studies, the paper studies how IFP-enabled features—such as real-time annotation, multimodal content integration, and multi-user interaction—reshape patterns of participation and authority in the classroom. Rather than transmitting information, teachers utilize IFPs to orchestrate student engagement, scaffold collaborative meaning-making, and facilitate multi-dialogic learning. Through narrative literature review and thematic synthesis, this study illustrates how the use of IFPs encourages collective control over learning activities while maintaining pedagogical guidance. The findings suggest that the pedagogical value of IFPs lies not in their technological sophistication, but in their capacity to support teacher agency as interaction designers. This reconceptualization positions IFPs as catalysts for pedagogical transformation, emphasizing interaction, collaboration, and learner-centered instruction over traditional teacher-centered explanations.