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Interactive Whiteboards (IWB) are touch interfaces connected to a computer. As such, they enable the user not only to write and draw on the screen as with traditional whiteboards, but also to insert and drag pictures, as well as to navigate or highlight on the screen. In this paper, we analyze the potential of these educational tools in secondary school science education from the perspective of promoting students' participation in the scientific practices, focusing on inquiring and modelling. To this end, 20 physics, chemistry and biology experimental workshops have been analyzed. All these workshops were carried out in a computer-based laboratory and were addressed to 13 to 17-year-old-students. The workshops are structured around a learning sequence that includes the following stages: exploration of students' previous ideas, design of experiments, development of predictions and hypothesis, experimental data gathering and analysis, and group elaboration of consensus models. The analysis has made possible to characterize which actions carried out with the IWB are used in each stage of the defined cycle, and to identify those relevant episodes where the potential of the device is key in encouraging students to participate in inquiry and modeling practices. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to present the progress that the project "digital natives educating preschool with the support of free software tools" has been achieved, is priority disclose possible solutions that can be generated through the implementation of a computer lab in preschool, implementing the use of dumb terminals, wiimote whiteboard project, and the use of free educational software suitable for preschool. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La experiencia que presentamos es fruto de una innovación realizada dentro de la Convocatoria de Mejora Docente, acción 9 del I Plan Propio de Docencia, para todos los cursos académicos de la Universidad de Sevilla (España). El objetivo es la promoción de iniciativas de innovación y mejora de la práctica docente en el ámbito universitario, que permita a éste experimentar nuevas técnicas de enseñanza coherentes con los objetivos marcados en el desarrollo de las asignaturas en las que se imparte docencia. Las líneas prioritarias en las que se enmarca nuestro trabajo son el estudio y la experimentación de nuevas metodologías docentes, orientadas al aprendizaje y la evaluación de competencias generales y específicas, en nuestro caso de la asignatura Tecnologías de la información y la comunicación, así como el fomento y uso de metodologías activas y el trabajo colaborativo. La experiencia se ha desarrollado durante el curso académico 2011-12 y en ella han participado 111 estudiantes de primer curso del Grado de Primaria de la Facultad de Educación de la Universidad de Sevilla. Han sido varios los propósitos de nuestro trabajo y el principal es la inmersión de nuestros estudiantes en la innovación pedagógica a través del aprendizaje y uso de la pizarra digital interactiva, al mismo tiempo que generamos en el aula nuevas metodologías que impliquen la participación activa y colaborativa de los estudiantes en la dinámica de clase. [ABSTRACT FROM AUTHOR]