Interactive whiteboards: boon or bandwagon? A critical review of the literature.
This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 2; pp. 91 - 102 |
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| Autores principales: | , , , |
| Formato: | review Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106639275&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106639275 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2005 vid: 21 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106639275 106639275 2005086523 10.1111/j.1365-2729.2005.00117.x 106639275 ppf: 91 ppct: 11 formats: tig: atl: Interactive whiteboards: boon or bandwagon? A critical review of the literature. aug: au: Smith HJ Higgins S Wall K Miller J affil: Centre for Learning and Teaching, School of Education Communication and Language Sciences, University of Newcastle upon Tyne, St Thomas St, Newcastle upon Tyne NE1 7RU, UK; h.smith@ncl.ac.uk sug: subj: Teaching Methods Evaluation Computer-Assisted Instruction Multimedia Students Teachers ab: This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed is overwhelmingly positive about the impact and the potential of IWBs, it is primarily based on the views of teachers and pupils. There is insufficient evidence to identify the actual impact of such technologies upon learning either in terms of classroom interaction or upon attainment and achievement. This article examines this issue in light of varying conceptions of interactivity and research into the effects of learning with verbal and visual information. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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