This paper reports experiences carried out by the teachers of Secondo Circolo Didattico of Eboli (SA) in conjunction with the Department of Education (now called the Department of Human, Philosophic and Education Sciences) of the University of Salerno (Southern Italy). The project was one of six funded in the Campania region by the Department of Innovation and Technology, of the Presidency of the Council of Ministers, under the initiative “InnovaScuola primaria”. It equipped four primary school classrooms with an IWB (Interactive White Board), projector and a laptop. The teachers received training and support was provided by the Department of Education team for producing resources with pupils in the classes. The first part of the paper presents theoretical and epistemological considerations that guided the methodological choices. In the first part, the affordances of IWB will be identified to discuss if IWBs are able to promote the process of innovation in teaching, in combination with the other factors which may improve learning in clas s. Above all, an analysis will be developed on role of teachers, their specific training in IWB technology and produced resources, and competencies necessary and indispensable for the effectiveness integration of IWBs in daily teaching activities. The second part presents the activities carried out in the classes with IWB, with special reference to the study of human digestive system. This part offers a framework for defining the relationship between teacher, students, and technology in which learning is anchored in active, constructive, authentic, and collaborative experiences. The affordances of IWB, if used properly, can facilitate processes of knowledge building externalizing cognitive activity, making it public, negotiable, and accessible to collective reflection.

Interactive white board and knowledge building in class

FAIELLA, Filomena
2013

Abstract

This paper reports experiences carried out by the teachers of Secondo Circolo Didattico of Eboli (SA) in conjunction with the Department of Education (now called the Department of Human, Philosophic and Education Sciences) of the University of Salerno (Southern Italy). The project was one of six funded in the Campania region by the Department of Innovation and Technology, of the Presidency of the Council of Ministers, under the initiative “InnovaScuola primaria”. It equipped four primary school classrooms with an IWB (Interactive White Board), projector and a laptop. The teachers received training and support was provided by the Department of Education team for producing resources with pupils in the classes. The first part of the paper presents theoretical and epistemological considerations that guided the methodological choices. In the first part, the affordances of IWB will be identified to discuss if IWBs are able to promote the process of innovation in teaching, in combination with the other factors which may improve learning in clas s. Above all, an analysis will be developed on role of teachers, their specific training in IWB technology and produced resources, and competencies necessary and indispensable for the effectiveness integration of IWBs in daily teaching activities. The second part presents the activities carried out in the classes with IWB, with special reference to the study of human digestive system. This part offers a framework for defining the relationship between teacher, students, and technology in which learning is anchored in active, constructive, authentic, and collaborative experiences. The affordances of IWB, if used properly, can facilitate processes of knowledge building externalizing cognitive activity, making it public, negotiable, and accessible to collective reflection.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4288853
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