:: Bibliografía
general: pizarra digital, lector de documentos, sistemas de votación (1/08/10 )
ACITT
(2002) Interactive Whiteboards - A luxury too far? Contents. Association
for ICT in Education <http://acitt.digitalbrain.com/acitt/web/resources/pubs/Journal%2002/whiteboards.htm>
ACITT
(2002) Whiteboards review. Contents. Association for ICT in Education
. They’re not all that new, but they are big and clever. Are they the
ultimate teaching tool or just a luxury that impresses Ofsted and the governors?
We have a look at a variety of boards and discuss their pros and cons <http://acitt.digitalbrain.com/acitt/web/resources/pubs/Journal%2002/whiteboards2.htm>
Agence des usages TICE (2010) L’usage du TBI : une amélioration des résultats des élèves
ASHLEY,
Nigel. (2004). Interactive Whiteboards in the Numeracy Hour. UK. Some
finfings of this research are:
- Through this research it became apparent that an interactive whiteboard
does not replace a good teacher.
- The quality of the software to use on an interactive whiteboard is not always
up to the high standards needed. The priorities therefore are for the software
companies to develop children's skills foremost.
BECTA
(British Education Communication and Technology Agency) (2003). An exploration
of the use of ICT at the Millennium Primary School, Greenwich. <http://www.becta.org.uk/research/research.cfm?section=1&id=3138>.
This case study explores the effects that the investment in ICT had at Millennium
Primary School and captures some of the key events that occurred. It provides
information that will inform the school's future development and practice.
The study also illustrates the potentially positive effects ICT can have on
teaching, learning and management of UK schools; the combination of laptop
computers and interactive whiteboards in particular made planning high-quality
lessons in advance quicker and easier for teachers. The report also includes
a survey where pupils strongly agree that "using the interactive whiteboard
in lessons makes them more interesting."
BECTA
(British Education Communication and Technology Agency) (2003). What the
research says about interactive whiteboards. <http://www.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf>
This
report is an analysis of current research about the use of interactive whiteboards
in teaching and learning. It defines the interactive whiteboard, reviews key
benefits for teachers and students and suggests criteria for effective use.
This report also highlights interactive whiteboards in practice.
BECTA
(2004). Identifying Effective Practice: Small-Scale Evaluations - Project
2a: Use of ICT by Leading Literacy Teachers. <http://www.becta.org.uk/page_documents/research/FinalR2a_LLT.pdf>.
UK. Where an interactive whiteboard was used to model literacy processes,
teachers felt that the impact on pupils' learning was greater.
BEELAND,
William D. Beeland, Jr. Valdosta State University (2002). Student engagement,
visual learning and technology: can interactive whiteboards help? <http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/beeland_am.pdf>
This
research report summarizes findings of a middle-school survey and questionnaire
given to 197 students on their attitudes towards interactive whiteboards.
The survey and questionnaire results indicate a statistically-significant
preference for the use of interactive whiteboards in the classroom - particularly
for engaging and motivating students.
*
BELL, Mary Anne, Baylor University (1998). Teachers' Perceptions Regarding
the Use of the Interactive Electronic Whiteboard in Instruction.The purpose
of this study was to investigate teachers' use and perceptions regarding the
interactive electronic whiteboard as an instructional tool. A 67-item survey
was posted on the internet and completed by 30 participants. The questionnaire
included 16 questions about demographic information and 60 Likert scale questions
related to five hypotheses which predicted that teachers and students would
offer favorable opinions about various aspects of its use. Respondents were
whiteboard users familiar with the equipment, its uses, and its unique characteristics.
The interactive and collaborative qualities of board use were regarded as
important reasons for using the equipment. Outcomes indicated a high degree
of user satisfaction with most aspects of the board and its use. http://www.smarterkids.org/research/paper6.asp
BELL,
Mary Anne, Sam Houston State University (2002). Why Use an Interactive
Whiteboard? A Baker’s Dozen Reasons!. Teacher's Net Gazette, 3 (1)
January http://teachers.net/gazette/JAN02/mabell.html
BLESA,
José Antonio (2002). Aulas autosuficientes.<http://roble.pntic.mec.es/~jblesa/autosufi.htm>
[consulta 4/2002]. Uno de los centros pioneros en el uso de esta tecnología
BLESA,
José Antonio (2002). Aulas Autosuficientes: primeros procesos de
seguimiento y evaluación. <http://peremarques.net/arino.htm>
[consulta 4/2002]
BERQUE,
Dave, BONEBRIGHT, Terri, and WHITESELLl, Michael.2004). Using Pen-Based
Computers Across the Computer Science Curriculum. <http://people.depauw.edu/dberque/sigcse04_postreview.pdf>
USA. DePauw University uses a Rear Projection SMART Board interactive whiteboard
as part of its pen-based computing research.
BALL,
Barbara (2003). "Teaching and learning mathematics whit an interactive
whiteboard". Micromath
BUSH,
Nigel; PRIEST, Jonathan; COE, Robert, et.al (2004). An Exploration of the
Use of ICT at the Millennium Primary School, Greenwich. UK. <http://www.becta.co.uk/page_documents/research/greenwich_mps_report.pdf>
Although unnamed, there are images of the SMART Board interactive whiteboard
in this report. The authors conclude, "In particular, ICT was used to
enhance the teaching of literacy and numeracy, with the interactive whiteboard
playing a key role. Furthermore, the combination of the interactive whiteboard
and the laptop computer was seen as particularly effective in reducing the
time needed to prepare some lessons.
CARTER,
A. (2002). Using interactive whiteboard with
deaf children. <http://www.bgfl.org/bgfl/activities/intranet/teacher/ict/whiteboards/index.htm>
CHALMERS,
Mick (2004).Innovations Project 2004. (Forthcoming) <http://www.e-magine.education.tas.gov.au/innovations>
Between 2001 - 2003 the Innovations Online Project involved over 40 schools
in projects which showcased and researched the transformative use of ICT in
Teaching and Learning. The Innovations Showcase website provides information
about projects undertaken by those schools and colleges. The
Innovations Project is taking a new form in 2004. The project will focus on
three specific areas:
- Virtual Learning Environments particularly the use of electronic whiteboards
in teaching and learning
- Digital Personal Portfolios for students
- The use of hand-held technologies in teaching and learning.
Support will be provided to a number of schools, colleges and clusters that
express an interest in participating in research projects or trials in these
areas..Further details are available from Mick
Chalmers - mick.chalmers@education.tas.gov.au <mailto:mick.chalmers@education.tas.gov.au>
CLEMENS,
Anne; MOORE,Traci; NELSON, Brian, Mueller Elementary School. (2001). Math
Intervention "SMART" Project: Student Mathematical Analysis and
Reasoning with Technology. This study compared the pretest and posttest
scores of students in Ms. Moore's first grade class. At the beginning of the
year, 32 percent of Ms. Moore's class correctly answered the pretest coin
value question and 27 percent correctly answered the pretest coin combination
question. After working with the SMART Board interactive whiteboard on money
value and combinations, 95 percent of the students scored a correct answer
for coin value on the posttest and 75 percent correctly answered the coin
combination posttest question. The control group scored 76 percent on the
coin value posttest and 41 percent on the coin combination posttest. The study
concludes that the "SMART Board interactive whiteboard used as a tool,
in combination with effective teaching strategy, brought about dramatic results."
http://www.smarterkids.org/research/paper10.asp
COX,
Margaret; ABBOTT, Chris; WEBB, Mary, et. al. (2003). ICT and Pedagogy:
a Review of the Research Literature.<http://www.becta.org.uk/page_documents/research/ict_pedagogy_summary.pdf>
Studies show
that the most effective uses of ICT are those in which the teacher and the
software can challenge pupils’ understanding and thinking, either through
whole-class discussions using an interactive whiteboard or through individual
or paired work on a computer. Using ICT with pupils in pairs, groups or with
a whole class, through, for example, the use of an interactive whiteboard,
enables teachers to gather extensive feedback from pupils by listening to
their explanations. From this, teachers are able to gain deeper insights into
pupils’ understanding and progress.
COX,
Margaret; WEEB, Mary; ABBOTT, Chris, et. al. (2004) An Investigation of
the Research Evidence Relating to ICT Pedagogy. <http://www.becta.org.uk/page_documents/research/ict_pedagogy04.pdf>
CONSEIL
GÉNÉRAL CÔTES D'ARMOR. Les cartables
numeriques et Cartable Numérique pour enfants malades <http://www.cg22.fr/index.asp?top=d&laliste=0;2715>
CONSEIL
GÉNÉRAL DE SAVOIE. Déploiement du cartable électronique.
<http://www.cg73.fr/fr/dossiers/tic_cartable.shtm#o>
CONSEIL
GÉNÉRAL DES LANDES. Un collegien, un portable.Contacto:
<robert.louison@ac-bordeaux.fr>.
Depuis la rentrée scolaire de septembre 2002, tous les élèves
et enseignants des classes de 3e des collèges publics landais sont
équipés d'ordinateurs portables (32 colegios, 4000 ordenadores)
y todos sus profesores (1200 ordenadores). Cada centro ha recibido una media
de 4 pizarras digitales y 4 proyectores. http://www.ac-bordeaux.fr/landes/
; http://www.landesinteractives.net
; http://www.cg13.fr/Ordina_13/index.htm
y http://www.cg40.fr/fr_vivre_nouv_techno_portables.asp
CONSEIL
GÉNÉRAL D'ISÈRE. Le cartable numérique isérois.
Expérimentation de cartable numérique dans six collèges
pilotes isérois. Il s'agit d'offrir aux collégiens isérois
et à leurs familles un outil pédagogique leur permettant de
se familiariser avec les techniques du multimédia http://www.cg38.fr/pages/index/id/4349#AncreDtd83.
CUNNINGHAM,
Mark; KERRr, Kirstin; McEUNE, Rhona. (2004). Laptops for Teachers.
>http://www.becta.org.uk/page_documents/research/lft_evaluation.pdf>
Becta released a report reviewing the Laptops for Teachers initiative (LfT),
which was launched by the Department for Education and Skills in Spring 2002.
According to this report, teachers were motivated to use ICT in their teaching
when interactive whiteboards were used as a teaching resource. Teachers also
felt that they were gaining maximum impact from their laptops when used in
conjunction with interactive
whiteboards. There is a mention of eBeam on page 14.
DE
GROOT, Marjon (2002). Multimedia Projectors: A Key Component in the Classroom
of the Future. <http://www.thejournal.com/magazine/vault/A4056.cfm
> [consulta 6/2002] Investigación realizada en Estados Unidos
en la que se obtuvieron resultados que avalan los planteamientos de este estudio:
proporciona refuerzos visuales que facilitan la comprensión, induce
métodos pedagógicos alternativos a los tradicionales, facilita
el trabajo del profesorado, permite aprovechar la infinidad de recursos de
interés educativo disponibles en Internet, aumenta la motivación
e interés de los estudiantes, resulta útil en cualquier área
del currículum... / Investigació realitzada als Estats Units
en la que es van obtenir resultats que avalen els plantejaments d'aquest estudi:
proporciona reforços visuals que faciliten la comprensió, indueix
mètodes pedagògics alternatius als tradicionals, facilita el
treballs del professorat, permet aprofitar l'infinitat de recursos d'interès
educatiu disponibles a Internet, augmenta la motivació i l'interès
dels estudiants, resulta útil a qualsevolá àrea del currículum...
DULAC, José (2006). La pizarra digital. ¿Una nueva metodologíaen el aula? http://www.dulac.es/investigaciones/pizarra/Informe%20final.%20web.pdf
EDCOMPASS
(2004). An online community for educators using SMART products. http://www.edcompass.com/en/casestudies/canterbury.aspx
[consulta 2/2004] Case Studies, Learning Resources (lesson Activities,
Software Resources, Web Resources...), Professinal Development, Bulletin Board...
GALLEGO, Domingo; GATICA, Nibaldo (coords.) (2010) La pizarra digital. Una ventana al mundo desde las aulas. Sevilla: Eduforma, Editorial MAD.
GALLEGO, Domingo; DULAC, José (2005). Informe final del Iberian Research Project http://www.dulac.es/Iberian%20research/Informe%20final.doc
GAYNER,
Henry (2004).How the Use of Interactive Whiteboard Technology can Enhance
the Teaching and Learning of Balanced Science at GCSE. UK. The
researcher found that the use of interactive whiteboards does enhance teaching
and learning including greater student participation. The ability to write
notes on the board, which can be saved and returned to, is something the students
[found] extremely helpful.
GLOVER, D; MILLER, D (2001). Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in the secondary school. Journal of Information technology of Teacher education 10, (3), 257-276
GREEN,
Douglas W.; O'BRIEN, Thomas (2002). The Internet's impact on teacher Practice
and Classroom Culture. <http://www.thejournal.com/magazine/vault/A4081.cfm>
[consulta 3/2003] Estudio focalizado en dos preguntas: ¿El uso de Internet
conlleva unas prácticas docentes más acordes con el constructivismo?
¿En qué otros aspectos de la vida de la clase incide el uso
de Internet por los estudiantes como fuente de información cuando realizan
sus proyectos? / Estudi que focalitza en dos preguntes: L'ús d'Internet
indueix unes pràctiques docents més d'acord amb el constructivisme?
En quins altres aspectes de la vida de la classe incideix l'ús d'Internet
per part dels estudiants com a font d'informació quan realitzen els
seus projectes?
HENNESSY, S; DEANEY, R (2007) Pedagogical Strategies For Using The Interactive Whiteboard to Foster learning Participation in School Science. Cambidge: Faculty of education, University of Cambidge.
HORSBOROUGH,
Sarah.(2004) Effectiveness of Interactive Whiteboards in Improving Writing
Skills. UK. Some finding of the research are:
- The pace of lessons is dramatically increased through the use of
tools such as SMART note book.
- The whole text editing process is greatly enhanced through the interactiveness
of the board which, coupled with the use of children's own work scanned as
a resource, enhances the effect even further.
LEE,
Mal; BOYLE, Maureen (2003). The Educational Effects and Implications of
the Interactive Whiteboard Strategy of Richardson Primary School: a Brief
Review. <http://www.richardsonps.act.edu.au/RichardsonReview_Grey.pdf>
[consulta 3/2004]. Australia. Peter Kent, Deputy Principal at Richardson Primary,
has three papers forthcoming on the SMART Board interactive whiteboard at
Richardson Primary School.
LEDUFF,
Rhonda 2004).Enhancing Biology Instruction via Multimedia Presentations.Society
for Information Technology and Teacher Education International Conference
2004: 4693-5. USA. Incorporating interactive whiteboards had several
positive outcomes.
- Increases student participation and their responsibility for learning.
- The students are more attentive and willing to yield input.
- For classrooms where the number of computers is limited, the use of interactive
whiteboards is incredible. When students are asked to come up and solve problems
or demonstrate a skill, their work can be saved and printed so that they may
take ownership of their accomplishments.
LEVY, P (2002). Interactive Whiteboards in learning and teaching in two of Sheffield Schools: a developmental study. Sheffield: Departament of Information Studies.
MAJÓ
CRUZATE , Joan; MARQUÈS GRAELLS, Pere (2002). La revolución
educativa en la era Internet. Barcelona: CissPraxis <http://peremarques.net/libros/revoledu.htm>
[consulta 4/2002]
MARQUÈS
GRAELLS, Pere (2002). La pizarra digital en los contextos educativos.
<http://peremarques.net/pizarra.htm>
[consulta 4/2002]
MARQUÈS
GRAELLS, Pere (2002). La magia de la pizarra electrónica. Revista
Comunicación y Pedagogía, nº 180.
http://peremarques.net/pissarra.doc
[consulta 4/2003]http://www.slideshare.net/peremarques/la-magia-de-la-pizarra-digital-la-pones-t-presentation 
MARQUÈS
GRAELLS, Pere; CASALS BOSCH, Pilar (2002). La pizarra digital en el aula
de clase, una de las tres bases tecnológicas de la escuela del futuro.
Revista Fuentes, Universidad de Sevilla.http://peremarques.net/pizarra2.doc
[consulta 4/2003]
MARQUÈS
GRAELLS, Pere; CASALS BOSCH, Pilar; BLESA, José Antonio (2003) La
pizarra digital en el aula: una investigación en marcha. Revista
Comunicación y Pedagogía, núm. 185, pag. 23-29. ISSN:
1136-7733 http://peremarques.net/pdigital/es/docs/piz2002.doc
[consulta 4/2003]
MARQUES GRAELLS, Pere (2005) Memòria de la recerca: la pissarra digital a Catalunya. DIM-UAB / Generalitat de Catalunya. http://peremarques.net/pdigital/ca/recercat.htm
MARQUES GRAELLS, Pere (2005). La innovación docente con la pizarra digital en las aulas de clase. Una investigación en curso. .Aula abierta. ICE de la Universidad de Oviedo. ISSN: 0210-2773.(84).117-126.
MARQUES GRAELLS, Pere (2005). Memoria de la investigación SMART Iberian Research en 10 centros de Cataluña. http://peremarques.net/pdigital/es/SMART.htm
MARQUES GRAELLS, Pere. (2006).La pizarra digital en el aula de clase: Posiblemente el mejor instrumento que tenemos hoy en día para apoyar la renovación pedagógica en las aulas. ISBN 84-236-7493-2:Madrid: Grupo Edebé, DL // http://www.edeb edigital.net/biblioteca/pizarra-digital_CAST.pdf /
MARQUES GRAELLS, Pere (2007). Memoria de la recerca acció per a la innovació educativa en 10 centres docents d'alta dotació tecnològica de Catalunya (RECERCATIC). DIM-UAB / Generalitat de Catalunya http://peremarques.net/recercatic/recercatic.htm
MARQUES GRAELLS, Pere (2007). La innovación educativa con la pizarra digital. Revista Innovación y Formación. ISSN 1887-8148.1.(1).14-16.
MARQUES GRAELLS, Pere (2008). Memoria de la investigación sobre el uso didáctico de las PDI Promethean en 60 centros docentes http://dimglobal.net/promethean/investigacion.htm
MARQUES GRAELLS, Pere (2009). Memoria de la investigación sobre el uso didáctico de las PDI MIMIO en 30 centros docentes de España. http://peremarques.net/mimio/
MARQUES GRAELLS, Pere (2010). Memoria de la investigación sobre el uso de la PDI en 22 centros de excelencia SMART http://peremarques.net/smart/
. MARQUES GRAELLS, Pere (2010). Memoria de la investigación Promethean 2008-2010 en 22 centros docentes:¿De qué manera y en qué circunstancias la realización de buenas actividades didácticas con el apoyo de las PDI puede contribuir a mejorar aprendizajes de los estudiantes? http://peremarques.net/promethean2/
MARTÍNEZ, Gabriel Fernando; GARZA, Juan Angel;MENDOZA, José Angel ; MONSIVÁSIS, Andrés. La Pizarra Digital Interactiva en la enseñanza de la Ingeniería.
Mc.
NEESE, Mary Nell, Ph.D., Department of Educational Leadership and Research,
University of Southern Mississippi (2003). Acquisition and Integration
of SMART Board™ Interactive Whiteboard Skills: Gender Differences Among
College Faculty, Staff and Graduate Assistants. http://www.smarterkids.org/research/pdf/McNeese.pdf
This study examined whether gender differences exist among college faculty,
staff and graduate students in terms of participation in and the acquisition
of SMART Board interactive whiteboard skills gained from attending SMART Board
interactive whiteboard training sessions. It concluded that "there were
no differences between the genders in terms of comfort level, instruction
given in the training sessions, and the desire to use the SMART Board interactive
whiteboard in the future." This study counters popularly-held belief
that female educators are less likely to use and adopt technology and shows
SMART Board interactive whiteboards to be accessible to both female and male
educators.
MERRELL,
Sara.(2004). Investigating the Effectiveness of the Interactive Whiteboards
in the Promotion of Mathematical Thinking. UK. Some findings of this research
are:
- The interactive whiteboard motivated the students to get more involved
in the lesson.
- To see the examples of geometric shapes in a clear and comprehensible way
has benefited the understanding of the students.
MONTOYA
LOZANO, Dionisio Jesús (2005). La pìzarra digital en el aula
bilingüe del primer ciclo de primaria. Revista DIM, núm. 1
http://dewey.uab.es/pmarques/dim/revistaDIM1/PDbilingueDionisioMontoya.doc
OFFICE
FOR STANDARDS IN EDUCATION (2004) (Ofsted). ICT in Schools - the Impact
of Government Initiatives Five Years On. <http://www.socitm.gov.uk/exchange/database/Categories/Education+and+Learning/default.htm?id=8842>
All the reports indicate that interactive whiteboards enhance the quality
of teaching and learning:
- Teachers make effective use of interactive whiteboards to engage pupils
by utilising large and colourful text, shapes, data, illustrations and animation,
including the use of digital video and other materials from the internet.
These images can help to bridge the gap between concrete and the abstract
ideas.
- When their use is well planned, interactive whiteboards can improve the
pace of lessons, and thus the amount of work done.
- The flexibility and visual power of the interactive whiteboard can often
engage lower-attaining pupils and encourage better concentration. [Image of
ACTIVboard]
- ORME-CRDP d'Aix-Marserille (2004). Tableaux interactifs: Etat de l'offre et usages.
PASSEY,
Don, ROGERS, Colin, and MACHELI, Joan (2004). The Motivation Effect of
ICT on Pupils. UK.
<http://www.dfes.gov.uk/research/programmeofresearch/projectinformation.cfm?projectId=13757&type=5&resultspage=1>
- The resources that pupils reported helping them the most were internet
resources (largely for research purposes), writing and publishing software
(for writing purposes mainly), interactive whiteboards (on every occasion
where these were present in the school), and presentational software (often
linked to use of interactive whiteboards).
- Where used effectively, both teachers and pupils reported that the use of
interactive whiteboards was motivating. The features that led to motivational
impact were concerned with presentational devices (allowing items to be flashed
up, or items to be completed), annotation effects, and direct interaction
through touch.
PAULO
SANTOS, José (2004). Adeus ao quatro preto. Ágora núm
7 <http://www.prof2000.pt/prof2000/agora7/agora6.html>
PRADAS, Silvia (2005). Propuestas para el uso de la pizarra digital interactiva con el modleos CAIT. Madrid: Fundación Encuentro.
PROMETHEAN.
Interactive whiteboards change teaching and learning approaches. <http://www.promethean.co.uk/case_studies/casestudy.htm>
;
<http://www.eep-edu.org/INNOVATIONS/Innovation_Profile/InnProf002.htm
> [consulta 6/2002]
RUIZ
TARRAGÓ, Ferran (1999) "Internet a l'aula", Revista
de Física, volum 2, núm. 7, 2n semestre 1999, Societat Catalana
de Física, Barcelona. ISSN: 1131-5326.
RUIZ
TARRAGÓ, Ferran (2000) "Internet in the classroom and at home:
the bridging role of publishers", Proceedings of The Internet Global
Summit INET2000, Yokohama, Japan. ISBN: 1-891562-09-6.<http://www.isoc.org/inet2000/cdproceedings/6a/6a_2.htm>
SALA,
Ramon (2002). La implantació de la pissarra electrònica a
l'escola. <http://peremarques.net/sunion.htm>
[consulta 4/2002]. Informe sobre el uso de la pizarra digital en uno de los
centros con mayor tradición de innovación pedagógica
de nuestro país / Informe sobre l'ús de la pissarra digital
en un dels centres amb més tradició d'innovació pedagògica
del nostre país.
SALA,
Ramon (2002). La pizarra electrónica, dos experiencia y su contexto.
Actas del III Encuentro de Inspectores de Educación. Barcelona
.
http://peremarques.net/sunion2.doc
[consulta 4/2003]
SIERRA,
Josi (2003). Una sencilla pizarra de plástico (ver http://peremarques.net/pdigital/es/docs/smartborad.pdf
). Publicado en el portal digital Berriak
http://www.berrikuntza.net/users/josi/berriak/smartboard.pdf
.
Incluye VÍDEO en <http://www.berrikuntza.net/enhanced-news/item.tcl?news_item_id=100749&et>
[consulta 1/2004]
*
SMART TECHNOLOGIES (2004) Interactive Whiteboards and Learning. A reviewv
of Classroom Case Sstudies and Research Literature.
<http://peremarques.net/pdigital/es/docs/Research
White Paper.pdf>
*
SMITH, A (1999). Interactive whiteboard evaluation. MirandaNet. http://www.mirandanet.ac.uk/pubs/smartboards.htm
*
SMITH, Helen Smith, NGfL, Kent (National Grid for Learning) (2003).SmartBoard
evaluation: 2001 This report concludes that the interactive whiteboard
is an effective medium in a teacher-led whole class learning environment and
for reviewing lessons, used most effectively in literacy and mathematics.
They also found it useful for teacher-led group work and that the children
responded with enthusiasm.
http://www.kented.org.uk/ngfl/whiteboards/index.html
SOLVIE,
Pamela A. (2004). The Digital Whiteboard: a Tool in Early
Literacy Instruction Reading Teacher 57.5 (February 2004): 484-7. [consulta
3/2004] The author outlines her experiences using a SMART Board interactive
whiteboard and gave suggestions on how a SMART Board interactive whiteboard
can be used for early literacy instruction. Note that Solvie has undertaken
research with the SMARTer Kids Foundation. http://www.smarterkids.org/research/paper13.asp
SMOEKH, Bridget. ert altri (2007). Evalkuation of the Primary Schools Whiteboard Expansion Project. report to the Departement for Chindren, Schools and Families. Centre for ICT, Pedagogy and learning Educations & Social research Institute, Manchester. Metropolitan University. UK. BECTA http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/whiteboards_expansion.pdf
VITOLO,
Theresa M., Ph.D, Gannon University (2003). The Importance of the Path
Not Taken: The Value of Sharing Process as Well as Product. http://www.smarterkids.org/research/pdf/Vitolo.pdf
This evaluation explored the quality of analysis in student diagramming between
experimental groups and control groups with the SMART Board™ interactive
whiteboard (and Notebook™ software) being the main variable in the study.
The students in the experimental group produced analyses with greater semantic
congruency, greater comparable number of elements to the analysis, and less
structural congruency between the diagrammer's and their other members' diagrams.
Vitolo's work "supports the hypothesis that a higher-semantic quality
of analysis can be fostered in others when layers of the analysis are available
during training," and that technology like the SMART Board interactive
whiteboard can help foster analytical creativity among students.
WATSON,
Kathryn.(2004) Interactive Whiteboards and Thinking Skills in Mathematics.
UK. The researcher used a SMART Board interactive whiteboard to develop thinking
skills in mathematics. Some findings of the reseach are:
- Incorporating the ICT element undoubtedly provided
a shortcut to pupil's motivation and interest, particularly those with special
educational needs.
- The technology empowered the group and was a great motivational factor in
their learning.
- In the Numeracy lesson, the Smartboard exemplified the best teaching and
learning experiences I could hope for.
WHITTAKER,
Simon.(2004). In-Service and Pre-Service Teacher Using Today's Tools to
Help Students Meet Content Learning Objectives. USA. Society for Information
Technology and Teacher Education International Conference 2004: 1468-73. Nettleton
School District uses SMART Board interactive whiteboards as part of its two-year
technology integration project. "The kindergarten
teacher noted that in addition to increases in student achievement, student
motivation and self-confidence also improved."
WILSON,
Cindy K.; JONES, Susan L.; HALL, John M. (2003). Aulas con un solo computador.
Proyección del conocimiento . <http://www.eduteka.org/UnComputador.php>
Revista Eduteka. [consulta 1/2004]
