Interactivity is obviously the feature most talked about, although there are different ideas as to what this actually means.
Armstrong et al. (2005) focus on interaction as the "give and take between pupils and teacher which goes beyond a superficial learning scenario to a stimulating interplay which leads to new formulations and new understanding"
A simpler view of interactivity is the manipulation by the learners of the IWB. A
There is a clear association of "interactive" with learner use of the IWB;
The Department for Education and Skills report (2007) identifies three aspects to interactivity: technological - interacting with the software; physical - going up to the board; and conceptual – using the board to break down and reconstruct ideas and facilitate recognition of the learning process itself
The report praises the lessons where whole class teaching was enhanced and where spaces for interactive work, discussion and extended dialogue were opened up by the teacher's use of the IWB.
(Glover and Miller, 2001) argue that IWBs have limited value if teachers "fail to appreciate that interactivity requires a new approach to pedagogy" and there may be a tendency for IWBs to be used more as an "interest enhancer than as a new approach to learning" (p.269).
This article reports on research into learner perceptions of interactive whiteboard (IWB) use in English as a foreign language classes. Students from several language centers in different parts of the world were asked about their opinion of learning in a class where an IWB is used. Responses were segmented, codified and certain categories identified. The results show a general appreciation of the introduction of new technology but suggest there is little in the way of an improved pedagogy being implemented that might immediately justify the investment. It is suggested that (i) there is unevenness in teacher preparation for IWB use, both in terms of techniques and pedagogy; (ii) IWB peripheral devices should not be seen as "peripheral" to classroom practice; (iii) involving students in discussion of the potential of the technology can aid the emergence of appropriate pedagogy which will help to offset the differing levels of teacher experience and training.
Interactive whiteboard technology can enrich the learning and teaching experience. However, using this technology - and using it well - may seem a little overwhelming. These research-based tips will help make its introduction and ongoing use in your classroom easy and effective.
El sistema Lim es un entorno para la creación de materiales educativos, formado por un editor de actividades (EdiLim), un visualizador (LIM) y un archivo en formato XML (libro) que define las propiedades del libro y las páginas que lo componen.
Ventajas:
* No es necesario instalar nada en el ordenador.
* Accesibilidad inmediata desde internet.
* Independiente del sistema operativo, hardware y navegador web.
* Tecnología Macromedia Flash, de contrastada fiabilidad y seguridad.
* Entorno abierto, basado en el formato XML.
Desde el punto de vista educativo :
* Entorno agradable .
* facilidad de uso para los alumnos y el profesorado.
* Actividades atractivas .
* Posibilidad de control de progresos.
* Evaluación de los ejercicios.
* No hay que preparar los ordenadores, es un recurso fácil de manejar.
* Posibilidad de utilización con ordenadores, PDA y Pizarras Digitales Interactivas.
* Creación de actividades de forma sencilla .