Preliminary results of a research on the collaborative use of TBI in presco and undergraduate studies

Advantages in the mastery of the language, in the development of autonomy and in the mastery of ICT among preschool and undergraduate students have been noted, so far, in a research by professors associated with CRIFPE on collaborative use of the TBI.

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Advantages in the mastery of the language, in the development of autonomy and in the mastery of ICT in preschool and grade 1 cycle have been noted, so far, in a research by professors associated with CRIFPE on the collaborative use of the TBI.

The professors Carole raby, Annie Charron and Martine Peters, from UQÀM, participated on June 12 and 13 in the conference The Future of Education, which took place in Florence, Italy. They presented the preliminary results of their research on the development of collaborative use of the interactive whiteboard (IWB) among preschool and grade 1 primary cycle.

These results from the first two years of research show positive impacts on learning, including:
- in vocabulary acquisition (e.g .: anagram game)
- in reading, even for pupils in difficulty
- in writing (freehand writing, making words and sentences, spatial organization, structure of a story)

In summary, we note that around the interactive whiteboard, the students must discuss, exchange, compromise, give ideas, find solutions, ask for help, etc. Some activities help in the development of reading skills, such as finding words, matching pictures and words, reading the message of the day, doing word games, etc. In preschool, the teacher can type a word on the keyboard while pronouncing it, which would have an overall positive impact on language proficiency according to the teachers surveyed.

Other general skills benefit from the use of the interactive whiteboard in the classroom, such as independence and proficiency in ICT.

In conclusion, the researchers indicate that despite the benefits of IWB in the classroom, highlighted by several studies, its impact on student learning remains to be clearly demonstrated. Certainly, teachers need training and ongoing support for the IWB to become a tool for co-constructing knowledge and developing students' skills.

We can view the full presentation here made in Italy (in English).

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About the Author

Audrey Miller
Audrey Miller
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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