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作为一种高科技的电子教学系统,交互式电子白板(以下简称交互白板)集传统的黑板、计算机、投影仪等多种功能于一身,教师使用起来非常方便。而目前,交互白板在幼儿园教学中的应用及研究还相对较少,我园作为中央电教馆"基于交互白板的混合式学习研究"课题的参与者,在课堂教学中 相似文献
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电子白板,又称电子交互白板,是一种新的高科技电子教学系统。它是由硬件电子感应白板和软件白板操作系统集成。近年来,交互式电子白板正在通过改善师生、教材、媒体的交互关系,提高课堂教学效益促进中小学教学方式的变革,为实施新课程标准、建立以学生学习为中心的课堂教学奠定技术基础。当白板走进高中英语课堂,丰富的主题资源不断开阔学生的视野,让课堂教学更加吸引学生的眼球,以白板为媒介的互动式教学让学生以课堂主体的身份积极地参与到教学当中,大大提高他们学习的自主性和积极性,从而使课堂真正成为思想交流与升华的舞台。 相似文献
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交互式电子自板是近年来国际上新推出的一款功能强大的高科技多媒体教学工具,它很好地整合了现代多媒体教学的优势,又保持了传统的普通黑板这一教学手段的特点,因而更能发挥课堂教学的潜能。交互白板提供了丰富的教学资源,在语文课的实际教学中,教师可以根据教学需要,合理运用交互白板的特有功能,设计出各种形式的教学活动。 相似文献
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王文成 《中国教育技术装备》2012,(1):50
1概述电子白板,又称是电子交互白板,是一种新的高科技电子教学系统,由硬件电子感应白板和软件白板操作系统集成。电子白板集传统的黑板、计算机、投影仪等多种功能于一身,使用非常方便。电子白板可以与电脑进行信息通讯,将电子白板连接到PC,并利用投影机将PC上的内容投影到电子白板屏幕上。同时,在专门的应 相似文献
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<正>电子白板,又称"电子交互白板",是一种新的高科技电子教学系统。它集传统的黑板、计算机、投影仪等多种功能于一身,与传统的黑板比较,具有技术集成高、资源整合 相似文献
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未来课堂教学的主流技术——电子交互白板 总被引：1，自引：0，他引：1
黑板一直是课堂教学中居于主流地位的媒体,然而新近出现的交互白板技术相对于黑板和多媒体投影是一个极大的超越.介绍了电子交互白板的系统组成、类别、教学功能特点,分析了电子交互白板教学应用的优势. 相似文献
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丁兴富 《中小学信息技术教育》2005,(5):4-6
中英合作交互白板实验研究项目的研究对象是英国普洛米修斯公司的交互白板爱睇宝(ACTIVboard)及相应的软件爱睇思(ACTIVstdio)中文版1．9．5。交互白板(Interactive Whiteboard)是电子感应白板及感应笔等附件(硬件)与白板操作系统(软件)的集成。它融合了计算机技术、微电子技术与电子通信技术，成为计算机的一种输入输出设备，成为人(用户)与计算机进行交互的智能平台。简言之，交互白板是一个具有正常黑板尺寸、在计算机软硬件支持下工作的，既具有普通白板和联网多媒体计算机功能，又可以实现普通白板功能与计算机功能、软硬件功能与教育资源以及人机与人际多重交互的电子感应屏板。 相似文献
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应用交互白板实现常态课堂教学信息化 总被引：1，自引：0，他引：1
丁兴富 《中小学信息技术教育》2005,(5)
中英合作交互白板实验研究项目的研究对象是英国普洛米修斯公司的交互白板爱睇宝(ACTIVboard)及相应的软件爱睇思(ACTIVstdio)中文版1.9.5。交互白板(InteractiveWhite-board)是电子感应白板及感应笔等附件(硬件)与白板操作系统(软件)的集成。它融合了计算机技术、微电子技术与电子通信技术,成为计算机的一种输入输出设备,成为人(用户)与计算机进行交互的智能平台。简言之,交互白板是一个具有正常黑板尺寸、在计算机软硬件支持下工作的,既具有普通白板和联网多媒体计算机功能,又可以实现普通白板功能与计算机功能、软硬件功能与教育资… 相似文献
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Gary Beauchamp 《Technology, Pedagogy and Education》2013,22(3):327-348
abstract The growing use of the interactive whiteboard (IWB) in primary school teaching forms part of a number of initiatives within the schools of the United Kingdom to develop the use of information and communications technology (ICT) in teaching and learning. The IWB presents both challenges and opportunities to teachers, particularly in terms of staff development and training. This study uses classroom observation and semi-structured interviews with teachers now working in a recently built, technology-rich primary school to develop a generic progressive framework and developmental model for schools introducing the IWB. This framework can be used to assess and guide teacher progress on the continuum towards becoming a ‘synergistic user’. As teachers make this transition there is a fundamental requirement to adopt an interactive teaching style, alongside the gradual development of specific ICT skills. The study also examines implications for teacher education and training for schools, both prior and subsequent to the introduction of the IWB into classroom use. These include specific technical and pedagogical competencies which need to be addressed for effective interactive use of the IWB in classroom teaching 相似文献
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Despite the availability of Interactive Whiteboard (IWB) technology in a large number of Australian primary schools, many teachers focus only on technical issues as opposed to pedagogical engagement in an attempt to incorporate the technology. Previous research suggests that the technology is being used for sophisticated transmission-style teaching as opposed to constructivist approaches. This article presents findings of a project that considered the implementation of IWB technology in three Victorian primary mathematics classrooms (5 to 12 years of age). The study analysed the teaching strategies adopted by three teachers as they embarked on the use of IWB technology as an integral component of mathematical activities with the support of professional development. Teacher use of IWB technology in the primary mathematics classroom was aligned against Beauchamp’s generic transitional framework for viewing the development of teacher use of IWB technology. Through this alignment, a transitional framework emerged which is specific to the introduction of IWB technology in the mathematics classroom. 相似文献
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Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice 总被引：2，自引：0，他引：2
Cathy Lewin Bridget Somekh Stephen Steadman 《Education and Information Technologies》2008,13(4):291-303
This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards
for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics
and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard
(IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations,
together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results
from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional
progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to
examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm
for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers
had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment
in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes
of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated
by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects
are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part
of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers
use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number
of possible interactions to best aid pupils’ learning. The IWB’s use becomes embedded in their pedagogy as a mediating artefact
for their interactions with their pupils, and pupils’ interactions with one another, and this is when changes in pedagogic
practice become apparent. 相似文献
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In recent years, interactive white boards (IWBs) have been introduced into many primary classrooms in England. This enquiry examines the ways in which they are being used in the context of literacy teaching, in six primary classrooms in the south‐west. Drawing on the perspectives of teachers and pupils, this report reflects on the impact of IWB use on the teaching and learning of literacy. It concludes that, while IWB use appears to have some general effects, such as supporting a more cross‐curricular approach to literacy and raising the level of student engagement, their use is not identical in all classrooms. In the classrooms studied, IWBs are used in various ways, according to teachers' technical expertise and experience. To help more teachers towards effective use of the IWB, it is suggested that, rather than the ‘top‐down’ commercial or professional models of transmission training, teachers need a ‘bottom‐up’ approach, that is more practitioner focused. 相似文献
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In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students. 相似文献
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Stijn Van Laer Gary Beauchamp Jozef Colpaert 《Education and Information Technologies》2014,19(2):409-423
Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n?=?433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB. 相似文献
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何婧 《重庆职业技术学院学报》2012,(6):76-77
反思是幼儿教师专业成长的基础,是提高幼儿教师教育教学水平的重要途径。本文通过对幼儿教师反思现状的分析,指出存在的问题,这对于幼儿教育工作者有针对性地不断推进教育教学改革,尤其是不断改进幼儿教师反思活动具有一定的意义。 相似文献
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Nicholas Zaranis 《Education and Information Technologies》2016,21(3):589-606
The purpose of this study is to investigate if information and communications technology (ICT) helps improve kindergarten students’ basic mathematical achievement regarding addition. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of ‘Realistic Mathematics Education’ (RME) for the concept of addition, as opposed to traditional teaching methodology. The designed software consisted of a story and several activities with and without the use of computers for addition. It was designed following the background of the RME theory. The study dealt with kindergarten students in Crete, who were divided into two groups (experimental and control). The experimental group consisted of 165 students who were taught addition with the support of computers. There were 170 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and post-tested for their mathematical achievement. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the kindergarten level and has a positive effect for the learning of addition using the background of the RME theory. Also, the most important result of this study was that this teaching intervention appeared to be more effective for the kindergarten students with medium-level mathematical abilities. 相似文献
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王立志 《陕西教育学院学报》2013,(1):119-122
幼儿园生物类课程资源是幼儿园课程资源的重要组成部分,是决定幼儿园科学领域教学内容能否实现的重要因素之一,其开发利用的水平不仅直接影响着幼儿园课程资源建设质量,也关系到幼儿园教学改革实践的顺利进行。从农村幼儿园生物类课程资源开发的理念入手,分析其开发的特征,可以找到农村幼儿园生物类课程资源开发的有效途径。 相似文献
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“幼儿园教育活动设计与指导”是一门专门研究幼儿园课程和教学的学科。在中等职业学校学前教育专业的日常教学中,为让模拟教学在课程教学中充分发挥作用,教师应整合教育课程框架,提升硬件设备水平,让学生参与设计单元主题教学,并借助现代信息技术,提高课堂教学效果。 相似文献