加拿大多伦多论文代写:设备的任何项目

Keywords:加拿大多伦多论文代写

一个能让这种对设备的任何项目-评论弗莱彻（2006）指出，“技术问题是没有用的装置，但它是如何应用的。”另一个已与电子白板表达的困难是成本涉及不仅初始设置成本同时，培训教师有效地使用它。但是有一个证据，大多是零星的（如在悬的效果的定量研究是稀缺的）表明使用IWBs增加学生的能力和意愿成为主体，正在研究和相互啮合（汉龙，2007）；明显增加参与和参与水平，除了课堂整体性能的改进似乎证明成本完全。wegerif和道斯（2004）认为电脑[包括]“悬…如果教师的输入与技术本身之间存在平衡，就可以激发和指导学习对话以达到课程学习目标。抽象的概念，例如，数学中的三角形给儿童具体的形式通过这个媒体的使用方式，由于屏幕上的图片可以被操纵和画上说明形状对这类集中是他们指的使用（某些，2006）。电子白板使正学习环境是创建哪里都可以参与（wegerif和Dawes，2004），允许教师和学习者建构新的教学和学习策略，为他们的工作和整个组（比彻姆和帕金森，2005）。IWBs的妙处就在于它能“…支持不同的学习风格，学生的反应是“这增加了他们的身体接触和享受有关的屏幕使图像足够大，都可以看到“大小和移动对象（Preston和莫布莱，2008）。悬的鼓励激励通过参与“教师和学生可以在上课，其余的学生前面，交互式电子白板的互动可以继续参与”（Smart，2006）。莱瑟姆（2002）发现，多数教师认为董事会给他们更大的发展机会，互动策略，另一些人认为所有的学生都能够更好地从事课程由于IWBs使用；Cox等人（2003）一个阶段在提示板让教师获得更大的欣赏学生需要通过他们使用了。正是通过这种赞赏和周到的规划，使学生能够从技术中获得最大的利益。
加拿大多伦多论文代写:设备的任何项目
One could make this sort of comment about any item of equipment - Fletcher (2006) states that "with technology, the problem is never with the device, but how it is applied." Another of the difficulties that have been expressed with the IWB is the cost that is involved with not only the initial set up costs but also that of training teachers to use it effectively. However there is a body of evidence, mostly anecdotal (as quantitative research on the effectiveness of IWBs is scarce) which indicates that using IWBs increases the students' ability and willingness to become engaged with the subject that is being studied and each other (O'Hanlon, 2007); apparent increases in levels of engagement and participation alongside improvements in overall performance in the classroom would seem to justify the costs entirely. Wegerif and Dawes (2004) contend that computers [which are inclusive of IWBs] "... can stimulate and direct learning dialogues in such a way as to achieve curriculum learning goals" if there is a balance between teacher input and the technology itself. Abstract concepts like, for example, the triangle in maths are given concrete form for children through the use of this media due to the way that onscreen pictures can be manipulated and drawn on to illustrate the shape on which the class are concentrating with merely the use of their finger (Starkman, 2006).The IWB enables a positive learning environment to be created where all can be involved (Wegerif and Dawes, 2004) and allows for the teachers and the learners to construct new teaching and learning strategies that work for them and the group as a whole (Beachamp and Parkinson, 2005). The beauty of IWBs is that they are able to "... support different learning styles" and the students respond them as "it increases their enjoyment by being physically involved touching and moving objects and by the size of the screen which makes images large enough for all to see" (Preston and Mowbray, 2008). IWBs encourage motivation through involvement as "a teacher and student can interact with the interactive whiteboard at the front of the class and the rest of the students can remain involved" (SMART, 2006). Latham (2002) discovered that the majority of teachers felt that the boards offered them greater opportunity to develop interactive strategies and that others believed that all students were better able to engage in lessons due to the use of IWBs; Cox et al (2003) went one stage further in suggesting that the boards allow the teachers to gain a greater appreciation of student needs through their use. It is through that appreciation and thoughtful planning that students are enabled to derive the most benefit from the technology.