The effects of whole-class interactive instruction with Single Display Groupware for Triangles

Caballero, Daniela; Riesen, Siswa A. N. van; Álvarez, Sergio Julio Rodríguez; Nussbaum, Miguél; Jong, Ton de; Alario-Hoyos, Carlos

doi:10.1016/j.compedu.2013.08.004

Cited by 15 publications

(16 citation statements)

References 16 publications

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“…The first is a single collective space where all students share the same display, such as in for teaching electrical charges, and Villalta et al (2011) for teaching ecology. The second is using multiple group spaces, such as in Caballero et al (2014) for teaching geometry. The third includes collaboration between students who are seated next to each other and can talk to one another, such as in Infante et al (2010) and Susaeta et al (2010).…”

Section: Discussionmentioning

confidence: 99%

“…According to Bland and Altman (1997), a value of higher than 0.6 for Cronbach's Alpha indicates that the applied test is acceptable for classifying students, based on the content delivered.…”

Section: Assessment Instrument (Pre and Post-test)mentioning

confidence: 99%

“…Various studies, such as Alcoholado et al (2012), Beserra, Nussbaum, Zeni, Rodriguez, and Wurman (2014), Rosen, Nussbaum, Alario-Hoyos, Readi, and Hernandez (2014), Caballero et al (2014); ; and Villalta et al (2011), have shown that using Interpersonal Computers with a Shared Display and one mouse per student can improve learning outcomes when used in the classroom. Furthermore, Alcoholado, Diaz, Tagle, Nussbaum, and Infante (2014) compare the use of the Interpersonal Computer with the use of the Personal Computer.…”

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Beserra

Nussbaum

Oteo

et al. 2014

Computers in Human Behavior

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Section: Discussionmentioning

confidence: 99%

Section: Assessment Instrument (Pre and Post-test)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

See 1 more Smart Citation

Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Beserra

Nussbaum

Oteo

et al. 2014

Computers in Human Behavior

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“…Estudios realizados en sala de clase de educación Básica en Santiago de Chile demuestran que el uso de recursos computacionales en el aula favorecen la participación activa de los estudiantes cuando la herramienta tecnológica logra adaptarse a las necesidades de uso del estudiante (Alcoholado, Nussbaum, Tagle, Gomez, Denardin, Susaeta, Villalta, Toyama, 2012); o cuando logra estructurar un patrón de acciones para el trabajo colaborativo (Caballero, van Riesen, Alvarez, Nussbaum, De Jong, 2014), favoreciendo por una parte, la retroalimentación inmediata a la participación y, por otra parte, el andamiaje que facilita y permite el trabajo colaborativo.…”

Section: Discussionunclassified

Procesos pedagógicos y uso de tecnología en el aula

2015

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ResumenLos soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil. Palabas clave: proceso de enseñanza, enseñanza asistida por ordenador, organización de la clase, informática educativa, innovación pedagógica. AbstractComputer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring 1 Este trabajo fue financiado por el CONICYT-FONDECYT del gobierno de Chile N° 1100309.

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“…In solitude or with partners, learners will take commitments to put on distinctive non particular aptitudes for orchestrating targets, realizing assignments, watching propels and evaluating results in their learning process [19] [20]. The information for learners will be in an unimportant however sufficient total for perceiving solitary desires and heading for imminent change [21][22] [23]. Its third highlight is capacities progression reinforced by verification of progress and awareness of headway.…”

Section: E-learning Prospects In School Educationmentioning

confidence: 99%

The Prospects of E-Learning in School Education

Amani¹

2016

IJAIS

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The main and one of the curriculum or prospectus goals of elearning in school edification is to cultivate apprentices for 21st century aptitudes through their consistently erudition works out. From previous studies in the related fields demonstrates that K-12 schools should take in e-learning sense of how to extend learning odds of apprentices/students for the change of 21st century aptitudes. Six examination problems vital for e-learning in school education has been perceived, to be particular the affirmation of making 21st century aptitudes of apprentices; the traverse or bridging of the gap/breach between instructive modules in school and circumstances in general society eye; the enhancement of learning prospects in the learning development; the amassing of evidence of progress and constructing cognizance of headway; the evaluation of 21st century capacities; and the acquisition of educator transformation for enculturating learners to make 21st century capacities and aptitudes. Several other authors applaud the huge accomplices across over different countries to ponder strategies on the target setting of curriculum or instructive projects tending to 21st century aptitudes revolution and associating fissure amidst society and school; on the convenience of ICT for school edification; on the security concerns of learning data in e-learning process; and on the pre-service or in-service educator/instructor progression. In this paper we discuss the investigation concerns and strategy insinuations or suggestions essential for realizing such an instructive projects objective.

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The effects of whole-class interactive instruction with Single Display Groupware for Triangles

Cited by 15 publications

References 16 publications

Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Procesos pedagógicos y uso de tecnología en el aula

The Prospects of E-Learning in School Education

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