IWB+DIDACTIC+MODEL

=In fact, a change in pedagogy may be necessary or else the IWB might only foster novel-stimulus motivation and miss out on actually enhancing the learning environment (Glover, Miller, Averis, & Door, 2007).= **SIOP MODEL** = ** MODELO **** MIE-CAIT. ** =

El modelo de enseñanza/aprendizaje MIE-CAIT ** se basa en la metodología **CAIT (Patiño, Beltrán y Pérez, 2003) que difunde la Fundación Encuentro a través del Foro Pedagógico de Internet, []Consideración del ** docente como mediador y facilitador ** de los aprendizajes de los estudiantes. Si, mediante el uso de la pizarra digital, pretendemos desarrollar una enseñanza: - lo más ** contextualizada ** e ** individualizada ** posible, - ** centrada en la actividad colaborativa de los alumnos, ** - promoviendo su ** interacción ** con múltiples actividades y recursos, - para que desarrollen su ** autonomía ** en el aprendizaje y ** construyan conocimientos **significativos

En este marco, y desde una perspectiva socioconstructivista, ** entendemos el **aprendizaje como la construcción de significados personal y a la vez compartida: el conocimiento sólo existe en la mente del que lo construye. Los alumnos aprenden para adquirir información pero, sobre todo, para desarrollar habilidades que les permitan seleccionarla, organizarla e interpretarla, mediante conexiones significativas, con sus saberes anteriores.

El objetivo es la ** elaboración de conocimientos que potencien el desarrollo **personal y permitan comprender y transformar la realidad. A partir de estas consideraciones, las ** siete características fundamentales ** del modelo de enseñanza/aprendizaje que proponemos, y que se condensan en las siglas ** MIE-CAIT **, son las siguientes: —** El papel mediador del profesorado. ** —** La individualización de la enseñanza para la atención a la diversidad. ** —** El seguimiento y evaluación de la actividad de los estudiantes. ** - La perspectiva constructivista del aprendizaje. - La progresiva autorregulación de los aprendizajes por los estudiantes - La interacción con el entorno y el trabajo colaborativo. —** El aprovechamiento de los apoyos tecnológicos ** .

`pag 21, LA PIZARRA DIGITAL, PERE MARQUES, ED. EDEBÉ

=VISUAL LEARNING=

Visual literacy (learning) involves the ability to understand, produce, and use culturally significant images, objects, and visible actions as a means of communication and transmission of ideas (Felton, 2008). Appropriately integrating this technology and exploiting its interactive capabilities require a skill that not only includes presenting the instruction but making it appealing and conducive to the learning environment (Sosa, 2009). Visual literacy skills (in the creation of instruction and other media) are essential to creating an effective exchange of meaning.

Research demonstrates that seeing is not just a process of passive perception of stimuli but also involves active construction of meaning, Felton 2008 ( Univ. Oklahoma IWB RESEARCH).

=DIALOGIC TEACHING= = = the ‘Dialogic Teaching’ booklet by Robin Alexander (@http://www.robinalexander.org.uk/dialogos.htm) which outlines the approach in an accessible way; see also the free downloadable classroom materials from @http://www.thinking-together.org.uk/ We hear a lot about “interactive whole class teaching” these days. However research shows that in practice it’s often dominated by too fast, closed questioning led by the teacher – with little opportunity for dialogue in which students contribute their own ideas. The interactive whiteboard (IWB) can help teachers offer this opportunity though; it seems like the perfect space for children to communicate their ideas visually and for a class to build up knowledge together. In principle the IWB lends itself to more interactivity and use by students, but again we often see only teachers using it or students engaged in rather superficial activity.

[|UNIVERSITY OF CAMBRIDGE RESEARCH GROUP]


 * Hennessy, S., Warwick, P. & Mercer, N**. (2011, in press). A dialogic inquiry approach to working with teachers in developing classroom dialogue.;//Teachers College Record//, //113//(9).Available online.
 * Hennessy, S., Warwick, P., Mercer, N., Brown, L., Neale, C. & Rawlins D**. (2010). Using the interactive whiteboard to support classroom dialogue. In J. Douglas (ed.), //The Ultimate Guide to Interactive Whiteboards (pp 12-16)//. Melbourne: Dataworks Australia and Engage Learning. http.//tinyurl.com/UltimateGuideIWBs
 * Mercer, N., Hennessy, S., & Warwick, P**. (2010). Using interactive whiteboards to orchestrate classroom dialogue. //Technology, Pedagogy and Education (themed issue on interactive whole class technologies)//, //19//(2), 195-209. Available online.

** Inductive teaching **
==The interactive whiteboard is particularly useful when using a style known as inductive teaching, in which pupils are expected to reach hypotheses based on sorting, classifying and re-sorting information.==

• An introduction outlining the purpose and objectives of the lesson.
==• The introduction of new learning or the introduction of a task.Typically, this will be the main area of whole-class teaching and may be repeated at different points of the lesson.==

Whiteboard function/ Contribution to teaching and learning
__**Colour**__ The range of colours available on an interactive whiteboard allows teachers to use colour to indicate important areas for focus, to link similar ideas or to differentiate between ideas, or to demonstrate a process using colour. Examples of this might be a chloropleth map in geography or a diagram of the digestive system in biology. __**Annotations on the screen**__ These are useful for modelling thinking and for adding information, questions and ideas to text, diagrams or pictures on screen.Annotations can be saved, referred to again or printed off for pupils to use. __**Inclusion of sound and video clips**__ This can significantly enhance learning in a lesson.The technology also allows screens from video clips to be captured and displayed as still images for discussion and annotation. __**Drag and drop**__ This helps pupils to group concepts, identify advantages and disadvantages, identify similarities and differences, and label maps, pictures, diagrams, equipment for an experiment and much more.

__**Highlighting specific elements of the whiteboard display**__ Text, diagrams and pictures can be highlighted on the whiteboard, allowing teachers and pupils to focus on particular aspects of the display. It is often possible to cover part of the display and reveal it only when needed.This can be helpful when pupils are being expected to focus on just a part of a text or a picture. Some interactive whiteboard software includes shapes that can also be used to help pupils focus on a particular area. Sometimes, there is a spotlight facility which teachers and pupils can use to select and focus on a particular aspect of the lesson.

__**Cut and paste**__ Sections can be cut and erased on screen, copied and pasted, undone and redone.These features help give pupils the confidence to take risks, as they know they can always go back or make changes. __**Flip chart pages**__ These pages can be turned backwards and forwards, allowing teachers to go over particular aspects of a lesson or to recap areas that some or all of the pupils may not have understood. Pages can be viewed in any order and images and text can be dragged from one page to another. It may also be possible to make a link between pages, so that a teacher can move between a general statement and a more detailed analysis. __**Split screen**__ Teachers can split the screen and display two different sets of things at once.This can be useful when exploring what happens if particular changes are made. __**Rotate objects**__ This allows objects to be moved so that pupils can see symmetry, rotation and reflection.

__**Linking a digital microscope to the screen**__ This can provide a greatly enhanced experience when it comes to examining and discussing microscopic images

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