Las percepciones de agentes educativos hacia la incorporación de la Pizarra Digital Interactiva en el aula

  1. Fernández Márquez, Esther
  2. Hervás-Gómez, Carlos
  3. Baena Román, Ana Lydia
Zeitschrift:
Hekademos: revista educativa digital

ISSN: 1989-3558

Datum der Publikation: 2012

Nummer: 11

Seiten: 19-27

Art: Artikel

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Hekademos: revista educativa digital

Zusammenfassung

The Interactive Whiteboard (IWB) allows a progressive innovation of the teachering practices. Some authors deem it as totally technological resource; in other words, it incorporates other resources (texts, ............ ............ .......... ................ .......... .... ........ ..R....R ...... .. ..R.... .... .................. .............. .... ................ ..R.. ............ ................ TR.......... .... .. .. ........ ..R.... ..R.... ......R............ ........ .... .................. .... ...................... .... ..R.. classroom, in order to upgrade the learning of the students. C................ .... .. ........ .... .................... ..R.... ..R.. ...................... ..R................ ........R.... ..R.. ...... .... ..R.. ............ ...... thereby .... .......... R.... .... R.... ...... ................ .. ........................ .............. ..R........ .... ..R.. .......... ..R.. ............ ...... manipulate and build themselves learning too. Our goal with this research is to analyze attitudes raised .... ...... .......................... ........ ..R.. ...................... .............. W.. .... analyzed the point of view of students and teachers. To capture the information a brief evaluation questionnaire with two modalities has been given. The results obtained reveal that to use IWB improved organizational aspects inasmuch as optimization of the temporal structure of the sessions, as well as the information processing, favouring the attention and motivation with the students, helping the exposition of more information from different sources and allowing greater flexibility and creativity in the TR.. IWB source to implement and use, after receiving the necessary training.

Bibliographische Referenzen

  • AMORÓS, E. (2007). Comportamiento organizacional. Perú. USAT Escuela de Economía. Chiclayo. Lambayeque.
  • ARMSTRONG, V., BARNES, S., SUTHERLAND, R., CURRAN, S., MILLS, S., & THOMPSON, I. (2005). Collaborative research methods for investigating teaching and learning: The use of interactive whiteboard technology. Educational Review (Gran Bretaña), V57, Nº4, pp.457- 469
  • BEAUCHAMP, G. (2004). Teacher's use of the interactive whiteboard in primary schools. Technology Pedagogy and Education (Philadelphia, US), V13, Nº3, p327-348
  • BILLARD, D. (2002). Interactive skeletons promote writing. Journal of Computer Assisted Learning (Reino Unido), Nº21, pp.91-101
  • GRAY, C., HAGGER-VAUGHAN, L., PILKINGTON, R. & TOMKINS, S.A. (2005). The pros and cons of interactive whiteboards in relation to the key stage 3 strategy and framework. Language Learning Journal (Philadelphia. US), V32, Nº1, pp.38-44.
  • HALL, I. & HIGGINS, S. (2005). Primary school student's perceptions of interactive whiteboards. Journal of Computer Assisted Learning (Reino Unido), Nº21, pp.102-117.
  • HARRIS, N. (2005). Interactive whiteboards: ELT's next big thing? Modern English Teacher (Londres), V14, Nº2, pp.61-68
  • HAUCK, M. & YOUNGS, B.L. (2008). Telecollaboration in multimodal environments: The impact on task design and learner interaction. Computer Assisted Language Learning (Reino Unido), V21, Nº2, pp.87-124
  • HERVÁS, C. & TOLEDO, P. (2012). Introducing a Voting System in Conjonction with Interactive Digital Whiteboard Technology in Initial Teacher Training. En L.M. VILLAR, Conceptual, methodological and practical challenges on how and what people and organizations learn across time and space (pp. 15-26). Nueva York: Nova Science Publislmrs, Inc.
  • KENNEWELL, S., TANNER, H., JONES, S. & BEAUCHAMP, G. (2007). Analysing the use of interactive technology to implement interactive learning. Journal of Computer Assisted Learning (Reino Unido), Nº24 (1), pp.61に73.
  • MARTIN, S. (2007). Interactive whiteboards and talking books: A new approach to teaching children to write? Literacy (Ciudad), Nº41, Nº1, pp.26に34.
  • MOSS, G., JEWITT, C., LEVAAIC, R., ARMTRONG, V., CARDINI, A. & CASTLE, F. (2007). The interactive whiteboard, pedagogy and pupil performance evaluation. Nottingham: Institute of Education.
  • WALL, K., HIGGINS, S. & SMITH, H. (2005). The visual helps me understand the complicated things: Pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology (Gran Bretaña), V36, Nº5, pp.851-867.
Fuente de los datos: Dialnet