covid
Buscar en
Magister
Toda la web
Inicio Magister Impacto y repercusiones de los materiales interactivos en el aula de primaria
Journal Information
Vol. 25. Issue 1.
Pages 60-66 (January 2013)
Share
Share
Download PDF
More article options
Vol. 25. Issue 1.
Pages 60-66 (January 2013)
Full text access
Impacto y repercusiones de los materiales interactivos en el aula de primaria
Impact and repercussions of interactive materials in the classroom
Visits
2850
Víctor Solís Parejo
Corresponding author
victorsolisparejo@gmail.com

Autor para correspondencia: Correo electrónico:.
Departamento de Didáctica de la Lengua y la Literatura, Facultad de Formación del Profesorado, Universidad de Barcelona, Barcelona, España
This item has received
Article information
Resumen

En estas páginas se aborda un constructo que está tomando relevancia y protagonismo en las aulas del nuevo siglo: la interactividad, con el fin de buscar unas bases teóricas que permitan a los docentes adecuar los materiales escolares a la realidad del nuevo siglo y plantear nuevos retos de cara al futuro inmediato. Los Gobiernos estatales y regionales están dotando de una serie de recursos digitales a los centros escolares y, en este panorama, surge la necesidad de definir y aclarar un concepto que se usa para designar una gran cantidad de material que, en muchas ocasiones, no cumple unos prerrequisitos. Diversos estudios han demostrado que la tecnología puede incidir de forma positiva en los procesos de enseñanza y aprendizaje, pero se hace notoria la necesidad de que el profesorado sea cuidadoso en el momento de utilizarla con el fin de sacar el máximo rendimiento a la misma.

Palabras clave:
TIC
PDI
Interactividad
Educación primaria
Abstract

This paper deals with a concept which is having importance and prominence in the classrooms of the new century: interactivity. It aims to search theoretical foundations so that teachers can adapt school resources to new realities and consider new challenges for the coming future. Regional and state governments are providing educators with digital resources and, in this scenario, we need to define and clarify this concept due to the prerequisites these resources need to achieve. Several pieces of research have demonstrated that technology can affect in a positive manner the teaching and learning process, although teachers need to be cautious when maximizing the performance of these resources.

Keywords:
ICT
IWB
Interactivity
Primary Education
Full text is only aviable in PDF
Referencias
[Beeland, 2002]
W.D. Beeland Jr..
Student engagement, visual learning and technology: can interactive whiteboards help?.
Annual Conference of the Association of Information Technology for Teaching Education,
[Brown, 2000]
J.S. Brown.
Growing up digital: how the Web changes work, education, and the ways people learn.
Change, (2000), pp. 10-20
[Burns and Myhill, 2004]
C. Burns, D. Myhill.
Interactive or inactive? A consideration of the nature of interaction in whole class teaching.
Cambridge Journal of Education, 34 (2004), pp. 35-49
[Edwards et al., 2002]
J. Edwards, M. Hartnell, R. Martin.
Interactive whiteboards: some lessons from the classroom.
Micromaths, 18 (2002), pp. 30-33
[Hall and Higgins, 2005]
I. Hall, S. Higgins.
Primary school students’ perceptions of interactive whiteboards.
Journal of Computer Assisted Learning, 21 (2005), pp. 102-117
[Howe and Strauss, 2003]
N. Howe, W. Strauss.
Millennials go to college.
American Association of Collegiate Registrars and Admissions Officers, (2003),
[Jonassen et al., 1999]
D.H. Jonassen, K.L. Peck, B.G. Wilson.
Learning with techno logy: a constructivist perspective.
Prentice Hall, (1999),
[Kennewell et al., 2008]
S. Kennewell, H. Tanner, S. Jones, G. Beauchamp.
Analysing the use of interactive technology to implement interactive teaching.
Journal of Computer Assisted Learning, 24 (2008), pp. 61-73
[Lalueza et al., 2008]
C. Lalueza, I.Y. Crespo, S. Camps.
Las tecnologías de la información y la comunicación y los procesos de desarrollo y socialización.
Psicología de la educación virtual, pp. 54-73
[Landow, 1991]
G. Landow.
Hypermedia and literary studies.
MIT Press, (1991),
[Lee et al., 2003]
Lee, M., Boyle, M. (2003). The Educational Effects and Implications of the Interactive Whiteboard Strategy of Richardson Primary School. Extraído el día 22 de agosto. Disponible en: http://practicalinteractivity.edublogs.org/files/2008/04/richardson review_grey.pdf.
[Levy, 2002]
Levy, P. (2002). Interactive whiteboards in learning and teaching in two Sheffield schools: a developmental study. Department of Information Studies, University of Sheffield. Extraído el día 7 de agosto. Disponible en: http://dis.shef.ac.uk/eirg/projects/wboards.htm.
[Marquès, 2008]
Marquès, P. (2008). ¿Qué es una pizarra digital? Hay dos tipos: pizarra digital simple y pizarra digital interactiva. Extraído el día 8 de agosto de 2010. Disponible en: http://peremarques.pangea.org/guia.htm.
[Maynard et al., 2005]
A. Maynard, K. Subrahmanyam, P. Greenfield.
Technology and the development of intelligence.
Intelligence and technology. The impact of tools on the nature and development of human abilities, pp. 3-27
[Mohon, 2008]
E.H. Mohon.
Smart moves? A case study of one teacher's pedagogical change through use of the interactive whiteboard.
Learning, Media and Technology, 33 (2008), pp. 301-312
[Moreno and Mayer, 2007]
R. Moreno, R. Mayer.
Interactive multimodal learning environments.
Educational Psychology Review, 19 (2007), pp. 309-326
[Nicholas et al., 2010]
D. Nicholas, I. Rowlands, D. Clark, P. Williams.
Google Generation II: web behaviour experiments with the BBC.
Aslib Proceedings: New Information Perspectives, pp. 28-45
[Nickerson, 2005]
R. Nickerson.
Technology and cognition amplification.
Intelligence and technology. The impact of tools on the nature and development of human abilities, pp. 3-27
[Pedró, 2006]
F. Pedró.
The new millennium learners: challenging our views on ICT and learning.
OECD-CERI, (2006),
[Pérez, 2011]
Pérez, A. (2011). Escuela 2.0. ¿Por qué en este momento? Ministerio de Educación. Disponible en: http://www.ite.educacion.es/es/escuela-20.
[Prensky, 2001]
M. Prensky.
Digital natives, digital immigrants.
On the Horizon, 9 (2001), pp. 1-6
[Prensky, 2004]
Prensky, M. (2004). The Emerging Online Life of the Digital Native: What they do differently because of technology, and how they do it. Disponible en: http://www.marcprensky.com/writing/PrenskyThe_Emerging_Online_Life_of_the_Digital_Native-03.pdf.
[Smith, 2001]
Smith, H. (2001). SmartBoard evaluation: Final report. Disponible en: http://www.kenttrustweb.org.uk/kentict/kentict_iwb_smart_fi.cfm.
[Smith et al., 2005]
H. Smith, S. Higgins, K. Wall, J. Miller.
Interactive whiteboards: boon or bandwagon?.
A critical review of the literature, Journal of Computer Assisted Learning, 21 (2005), pp. 91-101
[Solvie, 2004]
P.A. Solvie.
The digital whiteboard: A tool in early literacy instruction.
Reading Teacher, 57 (2004), pp. 484-487
[Sorapure et al., 1998]
M. Sorapure, P. Inglesby, G. Yatchisin.
Web literacy: Challenges and opportunities for research in a new médium.
Computers and Composition, 15 (1998), pp. 409-424
[Sutherland-Smith, 2002]
W. Sutherland-Smith.
Weaving the literacy Web: changes in reading from page to screen.
The Reading Teacher, 55 (2002), pp. 662-669
[Tapscott, 2009]
D. Tapscott.
Grown up digital.
McGraw-Hill, (2009),
Copyright © 2013. Universidad de Oviedo
Download PDF
Article options