Enhance STEM Teaching: 7 Ways MyViewBoard Boosts Student Engagement

Updated August 17th 2026 

STEM lessons need more than a screen

A science, technology, engineering, or mathematics lesson can be difficult to teach when students only listen and copy notes.

A science idea may be hard to imagine.

A mathematics problem may need several steps.

An engineering design may need testing.

A technology lesson may require students to create, change, and try again.

Students learn STEM best when they can see the idea, ask questions, test a solution, and explain what happened.

This is where MyViewBoard can help.

MyViewBoard can bring lesson content, digital writing, videos, student responses, and interactive activities into one teaching space. When it is used with an interactive flat panel, it can help teachers move from explanation to participation without losing the flow of the lesson.

But the software is not the teacher.

A platform cannot fix a lesson that has no clear goal. It cannot create engagement just because a screen is bright. The best results come when teachers use MyViewBoard to support a strong question, activity, explanation, or assessment.

The goal is not to add more technology to STEM lessons. The goal is to help more students think, test, explain, and take part.

This guide explains seven practical ways schools can use MyViewBoard to make STEM learning more active and easier to manage.

What is MyViewBoard?

MyViewBoard is a digital teaching and collaboration platform that can help teachers prepare and deliver interactive lessons.

Depending on the tools and account plan available to your school, teachers may use it for:

1. Digital whiteboarding
2. Lesson presentation
3. Annotation
4. Video and multimedia
5. Polls and quick activities
6. Student participation
7. Cloud-based lesson access
8. Collaboration
9. Device and display management

MyViewBoard can be used with interactive displays and other classroom devices. It can support face-to-face lessons, hybrid classrooms, and some online learning workflows.

Before purchasing or promising a specific feature, check the current software plan, supported device, account type, and regional availability. Technology platforms change, and schools should confirm current licensing details before building a long-term plan.

C3 iT Xperts includes MyViewBoard within its wider education solutions, which also cover interactive displays, classroom technology, IT infrastructure, hybrid classrooms, and digital learning support.

Why MyViewBoard can help STEM teachers

STEM teachers often need to move between different types of content during one lesson.

A class may include:

1. A short explanation
2. A diagram or model
3. A worked example
4. A video or simulation
5. A student activity
6. A quick check for understanding
7. A discussion about the result

Without a clear system, the teacher may spend too much time opening files, changing devices, searching for videos, or trying to bring student work into the lesson.

MyViewBoard can help keep these activities closer together.

The teacher can use one digital space to show content, write over it, ask questions, and save the work.

Students can see the lesson develop instead of watching separate tools appear one after another.

The result is not simply a more modern lesson.

It can be a smoother lesson with more time for thinking and feedback.

Make difficult STEM ideas easier to see

Some STEM topics are difficult because students cannot see the process clearly.

Examples include:

1. The movement of forces
2. The water cycle
3. The structure of a cell
4. Fractions and number lines
5. Electric circuits
6. Planetary movement
7. Chemical changes
8. Engineering structures
9. Data and graphs

A digital whiteboard can help teachers show these ideas step by step.

The teacher may:

1. Draw a diagram
2. Add labels
3. Circle an important part
4. Move an image
5. Compare two examples
6. Build a process over several steps
7. Save the final explanation for revision

Example: teaching a science process

Suppose the class is learning about the water cycle.

The teacher can display a simple diagram. Students can identify the sun, water, clouds, and rain.

The teacher can add arrows and labels while asking questions:

1. What happens when water is heated?
2. Where does the water go?
3. Why do clouds form?
4. What causes rainfall?

The screen supports the explanation, but the questions create the learning.

Example: teaching mathematics

A teacher can show a fraction on a number line and ask students to move the marker. Students can compare one-half, one-quarter, and three-quarters.

The teacher can save the working and return to it during revision.

The value comes from making the thinking visible.

Use digital models and 3D content

Some STEM ideas become easier when students can turn, explore, or examine a model.

Where the relevant tools and account features are available, teachers may use digital models to help students explore:

1. The human body
2. Machines and parts
3. Buildings and structures
4. Geometric shapes
5. Historical objects
6. Space and planets
7. Animals and ecosystems
8. Engineering designs

A model can give students a different view of an object.

They may rotate it, look at a part, identify a change, or explain how the pieces connect.

Use models with questions

Do not show a 3D model without a task.

Ask students to:

1. Predict what they will see
2. Identify a part
3. Compare two structures
4. Explain a movement
5. Find a design problem
6. Suggest an improvement
7. Describe how the parts work together

This changes the model from entertainment into a learning activity.

Example: engineering design

Show students a bridge model.

Ask them to identify where the structure carries the most weight.

Let them suggest a change. Then compare the result with another design.

Students are not only looking at a picture.

They are practicing observation, reasoning, design, and explanation.

Keep students focused during videos

Videos can make STEM lessons more interesting, but watching is not the same as learning.

Students may enjoy a video and still forget the main idea a few minutes later.

MyViewBoard and related video-learning tools can help teachers make video use more active.

Depending on the current product setup, teachers may be able to combine video content with questions, lesson planning, notes, or follow-up activities.

A simple video routine

Before the video, ask students to predict what they will see.

During the video, ask them to look for one important detail.

After the video, ask them to:

1. Explain what happened
2. Draw a process
3. Answer a short question
4. Identify a cause and result
5. Compare the video with their prediction
6. Apply the idea to a new example

The video becomes one part of the lesson, not the whole lesson.

Save teachers preparation time

Teachers often spend too much time searching for suitable educational videos.

A useful video tool should help teachers find safe, relevant content and connect it to the lesson goal.

However, teachers should still review the content before using it.

They should check accuracy, age suitability, language, length, and alignment with the curriculum.

A tool can make preparation easier, but the teacher remains responsible for choosing the right content.

Use polls and quick checks for understanding

STEM lessons can move forward while some students are still confused.

A teacher may ask,

Does everyone understand?

Most students will not answer honestly.

Some may be shy.

Some may not know what they do not understand.

Some may simply follow the class without understanding the idea.

A quick poll can give the teacher better information.

Useful quick checks

1. Choose the correct answer
2. Predict the next step
3. Agree or disagree with a statement
4. Identify an error
5. Select the correct graph
6. Choose the best design
7. Vote on a result
8. Answer a short question

The teacher can use the response to decide whether to continue or explain the idea again.

Example: mathematics check

After teaching how to solve an equation, the teacher displays three possible answers. Students select the answer they believe is correct.

If many students choose the wrong answer, the teacher can stop and explain the common mistake before moving to the next problem.

Example: science check

Before a demonstration, students predict what will happen.

After the demonstration, they compare the result with their prediction and explain the difference.

This creates a natural cycle of prediction, observation, and explanation.

Give every student a way to participate

In a traditional classroom, the same few students may answer every question.

An interactive lesson can give quieter students more ways to take part.

Students may respond by:

1. Writing an answer
2. Drawing a diagram
3. Moving an object
4. Selecting a choice
5. Sharing an image
6. Adding a note
7. Explaining a solution
8. Working with a group

This does not mean every student must come to the front of the room.

Participation can happen through shared activities, student devices, group work, or responses collected by the teacher.

Make participation safe

Some students avoid answering because they fear being wrong in front of the class.

Teachers can use anonymous or low pressure responses when appropriate.

The purpose is not to embarrass students. The purpose is to see how they are thinking.

Use group roles

For a STEM activity, assign roles such as:

1. Reader
2. Builder
3. Recorder
4. Checker
5. Presenter

Each student has a reason to take part. The display becomes a shared workspace where groups can show their process, not only their final answer.

C3 iT Xperts’ Classroom Tech solutions are designed to support interactive displays, digital lessons, student collaboration, and accessible classroom learning.

Help teachers save time and reuse lessons

Teachers spend many hours preparing lessons, finding resources, creating activities, checking work, and recording student progress.

A digital teaching platform can help reduce repeated work when teachers can save, reuse, and improve their lesson materials.

Useful time-saving practices

1. Save a lesson template for each subject
2. Keep resources in a shared folder
3. Reuse a good activity with a new example
4. Save student responses for later discussion
5. Create a common library for the department
6. Share lesson ideas with other teachers
7. Prepare a backup lesson for network problems

The aim is not to make every teacher use the exact same lesson.

The aim is to reduce unnecessary preparation and make good resources easier to find.

Share improvements across the school

A teacher may create an excellent activity for teaching circuits.

Another teacher may create a strong method for explaining graphs.

A shared resource system allows the school to keep these ideas instead of losing them when a teacher changes class or leaves the school.

The school’s knowledge becomes stronger over time.

Avoid adding extra work

Teachers will avoid a platform if saving, sharing, or finding content takes too many steps.

Use simple naming rules and folders. Give teachers short training. Remove unused resources. Review the system every term.

A digital library should make teaching easier, not create another administration task.

Make classroom and IT management easier

A school with one interactive display has one support problem.

A school with 50 or 100 displays needs a management plan.

IT teams may need to:

1. Install applications
2. Apply updates
3. Check device status
4. Control settings
5. Share announcements
6. Manage user access
7. Support teachers remotely
8. Review device usage

MyViewBoard Manager and entity management tools may help schools manage supported devices and users from a central system.

The exact features depend on the current product plan, devices, and account setup.

Why central management matters

Without central management, IT staff may need to visit each room for small tasks.

That wastes time and makes it harder to keep devices consistent.

A central approach can help the school:

1. Use common settings
2. Apply updates more consistently
3. Reduce repeated visits
4. Manage user access
5. Share school-wide information
6. Identify devices that need attention

Keep control simple

Technology management should support teachers, not restrict them unnecessarily.

Set clear rules for:

1. Who can install applications
2. Which websites are approved
3. How student accounts are managed
4. How personal data is protected
5. How devices are shared
6. What happens when a teacher needs help

Schools should confirm current MyViewBoard Manager and account capabilities before including them in a tender or policy.

How to use MyViewBoard well in a STEM lesson

Technology works best when the lesson has a clear structure.

Before class

1. Choose the learning goal.
2. Prepare the visual, question, or model.
3. Check the video or activity.
4. Create one student task.
5. Prepare an offline backup.

At the start

1. Show the opening question.
2. Ask students to predict or recall.
3. Keep students working while the teacher opens the main resource.

During the lesson

1. Explain the idea.
2. Show the model or example.
3. Ask students to respond.
4. Check understanding.
5. Change the activity when needed.

At the end

1. Ask students to explain what they learned.
2. Save important notes.
3. Share a short follow-up task.
4. Close the lesson and prepare the room for the next teacher.

The platform should support the lesson flow. It should not become the lesson itself.

What schools should check before choosing a MyViewBoard setup

Software and account plan

Check which features are included in the account available to your school. Confirm whether tools such as Classroom, Clips, Manager, entity controls, device management, and integrations are included, optional, or subject to change.

Interactive display compatibility

Test the platform on the interactive displays and teacher devices the school plans to use. Do not assume every feature will work in the same way on every screen or operating system.

Google and Microsoft workflow

If teachers use Google Classroom, Google Drive, Microsoft 365, or another platform, test the login, file access, sharing, and saving process.

Student data and privacy

Ask where student information is stored, who can access it, how accounts are managed, and how the school can remove access when a student or teacher leaves.

Training and support

Ask who will train teachers, how refreshers will be provided, how problems will be reported, and how the school will measure adoption after installation.

Content quality

Review the learning videos, activities, templates, and models before using them with students. Check accuracy, age suitability, language, accessibility, and curriculum alignment.

For a complete classroom technology review, schools can book a smart classroom consultation with C3 iT Xperts.

A simple 30 day plan for schools

1: Choose one STEM use case

Start with one subject and one problem.

For example:

1. Students struggle to understand diagrams.
2. Teachers need better formative assessment.
3. Videos are not leading to enough discussion.
4. Teachers need a better way to save lesson work.

2: Prepare two lesson activities

Create two simple activities using the platform. Do not try to use every feature.

3: Test with teachers and students

Ask teachers what was easy and what was difficult.

Ask students whether they understood the activity and felt comfortable participating.

4: Review and improve

Check participation, lesson flow, teacher confidence, technical issues, and student work. Keep what worked and change what did not.

A small, successful pilot is better than a large rollout that overwhelms teachers.

Common mistakes to avoid

1: Showing videos without a task

Students may watch without thinking. Add a question, prediction, or follow-up activity.

2: Using every feature at once

More features can create more confusion. Start with one or two simple activities.

3: Buying software before checking the school workflow

Confirm devices, accounts, files, network, and support before making a long-term commitment.

4: Ignoring teacher confidence

A teacher who is afraid of a technical failure may avoid the platform. Provide safe practice and practical help.

5: Forgetting offline learning

Always prepare a simple backup in case the network or device fails.

6: Measuring logins instead of learning

A login does not prove engagement. Look for questions, explanations, student work, and better feedback.

7: Treating STEM as entertainment

Animations and games can help, but students still need to reason, calculate, test, explain, and reflect.

How to measure success

A school should decide what success looks like before starting.

Teacher measures

1. Time needed to prepare a lesson
2. Number of teachers using the platform weekly
3. Teacher confidence
4. Resources reused or shared
5. Technical problems reported

Student measures

1. Participation in activities
2. Quality of explanations
3. Student work completed
4. Correct answers after feedback
5. Group collaboration
6. Confidence asking questions

School measures

1. Classroom adoption across departments
2. Support response time
3. Device availability
4. Software and account usage
5. Improvement in lesson consistency

Do not claim that MyViewBoard alone improves academic results.

Technology is one part of a wider teaching system. Results depend on lesson quality, teacher practice, student needs, and school support.

Strong next step for school leaders

If your school wants to improve STEM engagement, do not begin by buying more apps.

Start with one classroom problem.

Ask:

1. Where are students losing interest?
2. Which ideas are difficult to explain?
3. Which students need more ways to respond?
4. How much time do teachers spend searching for content?
5. Can the current display and network support the plan?
6. Who will train and support teachers?

Then build a small test.

C3 iT Xperts can help schools review interactive displays, software, classroom workflows, teacher training, connectivity, and support before a larger rollout.

Book a STEM classroom technology consultation

Talk to C3 iT Xperts about your school’s classroom technology plan

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Frequently asked questions

How does MyViewBoard improve STEM classroom engagement?

It can help teachers combine digital writing, images, videos, models, questions, polls, and student responses in one lesson. Engagement improves when students use the content to think and respond, not only watch it.

Is MyViewBoard useful for science and mathematics?

Yes. Teachers can use visual explanations, digital diagrams, models, demonstrations, polls, and collaborative activities for science and mathematics. The best use depends on the lesson goal and the features available in the school’s plan.

Can MyViewBoard work with an interactive flat panel?

MyViewBoard is designed to support interactive teaching with compatible displays and devices. Schools should test the exact panel, operating system, account plan, and network before purchasing or promising a specific workflow.

What is MyViewBoard Clips?

MyViewBoard Clips is a video-learning tool described in the original article as supporting educational videos, questions, and lesson planning. Schools should confirm current content, availability, and account requirements before including it in a rollout plan.

What is MyViewBoard Manager?

MyViewBoard Manager is a management tool intended to help IT teams manage supported displays and devices. Current features may depend on the account plan, device, and software version.

Is an entity account better than a personal account?

An organization-managed account may provide better control over users, settings, access, and device management. The right account depends on the school’s size, privacy needs, software plan, and management requirements.

Does MyViewBoard replace a teacher?

No. MyViewBoard is a tool. The teacher still plans the lesson, asks questions, gives feedback, manages the class, and helps students understand the subject.

How can a school start using MyViewBoard without overwhelming teachers?

Start with one subject, one classroom problem, and two simple activities. Give teachers time to practice, collect feedback, and add more features only after the basic workflow feels comfortable.

About the Author

Manoj Sundaram

Founder @ C3 iT Xperts

I help K–12 leaders turn "dusty" classroom tech into a daily teaching habit. 18 years and 11,000 classrooms have taught me that the best tech is the tech that "disappears" into the teaching rhythm.

18+ Years Experience

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