Interactive Whiteboards in Brazilian’s Primary School: New Barriers

Rodolfo Fernandes Esteves,Silvio Henrique Fiscarelli,José Luís Bizelli

doi:10.3991/ijet.v10i6.4804

Rodolfo Fernandes Esteves, Silvio Henrique Fiscarelli + Show 1 more

Open Access

https://doi.org/10.3991/ijet.v10i6.4804

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Abstract

This article focuses on presenting the results from the research Barreiras para implementação da Lousa Digital Interativa: um estudo de caso, thus contributing to the systematization of knowledge about the implementation of this didactic-pedagogic resource. Starting from the set of barriers listed in the BECTA report of the 2004, we have elaborated a panorama composed of the barriers, their main characteristics and whether they occur in the context of the Brazilian school being studied. The field study consisted of an analysis of available hardware and software, interviews with the principal and teachers, as well as direct observation in the classrooms. As a result, we will present an analysis of the barriers in the aforementioned report which were found in the Brazilian context. Furthermore, two new barriers emerge in Brazilian public schools.

Highlights

Information and communications technologies (ICT) have been one of the big innovation possibilities in the teaching-learning process for little more than a decade [1]
We reiterate, starting from the growing implementation of Interactive Whiteboards (IWB) in Brazilian public schools and the lack of studies on the barriers that compromise their use in the classroom, this work aims to analyze to which degree the barriers described in the “Ref [10]” are present in the Brazilian school context and whether it is possible to identify other barriers other than the ones listed in the report
Even though this is a study about a municipal school in Araraquara, São Paulo, we researched and systematized knowledge about the subject in Brazil as a whole, broadening the debate regarding the adoption of public policies for the improvement of national education quality

Summary

INTRODUCTION

Information and communications technologies (ICT) have been one of the big innovation possibilities in the teaching-learning process for little more than a decade [1]. We reiterate, starting from the growing implementation of Interactive Whiteboards (IWB) in Brazilian public schools and the lack of studies on the barriers that compromise their use in the classroom, this work aims to analyze to which degree the barriers described in the “Ref [10]” are present in the Brazilian school context and whether it is possible to identify other barriers other than the ones listed in the report Even though this is a study about a municipal school in Araraquara, São Paulo, we researched and systematized knowledge about the subject in Brazil as a whole, broadening the debate regarding the adoption of public policies for the improvement of national education quality

INTERACTIVE WHITEBOARDS AS A TEACHING AND

CASE STUDY OF A SCHOOL UNIT

RESULTS AND DISCUSSION

FINAL CONSIDERATIONS