Impact of the digital whiteboard on reading comprehension of primary school students
DOI:
https://doi.org/10.5281/zenodo.13851692Keywords:
interactive whiteboard, reading comprehension, technological tools, primary educationAbstract
After the disruption caused by the COVID-19 pandemic, primary school students in Peru face challenges in reading comprehension. This study aims to analyze the impact of the interactive whiteboard in this context. Using a qualitative documentary approach, 20 articles published between 2020 and 2023 were examined through a bibliometric study based on the PRISMA protocol. It is concluded that technological tools, such as the digital whiteboard, significantly improve reading comprehension in the post-pandemic period by encouraging interaction between teachers, students and families. It also highlights the importance of developing digital competencies in both educators and students. The integration of technology is redefining the role of the teacher, promoting high quality learning. It is suggested to continue training teachers to strengthen their digital and pedagogical skills, which will ensure effective and valuable learning, reducing the digital divide and improving educational practice as a whole.
Downloads
References
Castro Chacaltana, E. L. (2022). Uso de pizarra digital interactiva para la mejora del aprendizaje colaborativo en estudiantes de una institución educativa de Ica, 2021 [Tesis de Maestría, Universidad Cesar Vallejo]. Repositorio de la Universidad Cesar Vallejo https://repositorio.ucv.edu.pe/handle/20.500.12692/77600?show=full
Cattaneo, A. A. P., Chiara, A. y Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176104358.https://doi.org/10.1016/j.compedu.2021.104358.
Chen, I. H., Gamble, J. H., Lee, Z. H., & Fu, Q. L. (2020). Formative assessment with interactive whiteboards: A one-year longitudinal study of primary students’ mathematical performance. Computers & Education, 150, 103833. https://doi.org/10.1016/j.compedu.2020.103833.
Chun Wang, J. (2022). Understanding te energía consumption of information and communications equipment: A case study of schools in Taiwan. Energy, 249, 123701. https://doi.org/10.1016/j.energy.2022.123701.
Degner, M., Moser, S., y Lewalter, D. (2022). Digital media in institutional informal learning places: A systematic literature review. Computers and Education Open, 3, 100068. https://doi.org/10.1016/j.caeo.2021.100068.
Delgado Martín, A. V., y Larru Ramos, J. M. (2022). DEIFDC framework: Evaluation of digital education deployment in India in the midst of the Covid-19 pandemic. Social Sciences & Humanities Open, 6(1), 100281.https://doi.org/10.1016/j.ssaho.2022.100281
Feng Teng, M. (2021) Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 102426. https://doi.org/10.1016/j.system.2020.102426.
Goldin, T., Rauch, E., Pacher, C., y Woschank, M. (2022). Reference architecture for an integrated and synergetic use of digital tools in education 4.0. Procedia Computer Science, 200, 407-417. https://doi.org/10.1016/j.procs.2022.01.239
Haleem, A., Javaid, M., Qadri, M. A., y Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable operations and computers, 3, 275-285 https://doi.org/10.1016/j.susoc.2022.05.004.
Helmer, J., Huynh, T. M.T., Rossano-Rivero, S. (2022). Teaching Digital Innovation Processes for Services in Higher Education. Procedia Computer Science, 207, 3469-3478. https://doi.org/10.1016/j.procs.2022.09.405
Kalet, A. M., Kim, M., Hendrickson, K. R., Cao, N., Young, L., Fang, C. L., Kim, J., Landers, A., Lavilla, M. A., y Meyer, J. (2022). Automated planning stage tracking and analysis through an integrated whiteboard system. Physica Medica, 101, 62-70. https://doi.org/10.1016/j.ejmp.2022.08.003.
Kok, D. L., Dushyanthen, S., Peters, G., Sapkaroski, D., Barrett, M., Sim, J., y Eriksen, J. G. (2022). Screen-based digital learning methods in radiation oncology and medical education. Technical Innovations & Patient Support in Radiation Oncology, 24, 86-93. https://doi.org/10.1016/j.tipsro.2022.10.003
Krieglstein, F., Schneider, S., Gröninger, J., Beege, M., Nebel, S., Wesenberg, L., Suren, M., y Rey, G. D. (2023). Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations. Computers & Education, 194, 104702. https://doi.org/10.1016/j.compedu.2022.104702.
Luo, W., Berson, I. R., Berson, M. J., & Li, H. (2021). Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review. Children and Youth Services Review, 120, 105718. https://doi.org/10.1016/j.childyouth.2020.105718.
Magaña, E. C., del Río, R. P., & Rivas, E. S. (2021). La pizarra digital interactiva valoración docente respecto a su uso en el aula. Revista Panorâmica online, 32. https://scholar.google.es/scholar?cluster=6010881786006112380&hl=es&as_sdt=0,5
Martínez López, E. M. y Martínez López, M. P. (2021). Estrategia didáctica mediada por las TIC para el fortalecimiento de la comprensión lectora. [Tesis de Maestría, Universidad de la Costa] Repositorio de la Universidad de la Costa https://repositorio.cuc.edu.co/handle/11323/8178
Medina, W. R., y Demediuk, L. (2020). Aplicación del trabajo colaborativo y sus estrategias de monitoreo docente en la educación virtual, como alternativa pedagógica innovadora para el fomento del aprendizaje en estudiantes del Cibercolegio UCN. Revista Reflexiones y Saberes, (13), 48-52. http://34.231.144.216/index.php/RevistaRyS/article/view/1220
Méndez Reguera, E. A. D., y López, M. (2021). Utilización de una pizarra digital para la participación de los estudiantes en educación a distancia. Computers & Electrical Engineering,93,107268. https://doi.org/10.1016/j.compeleceng.2021.107268.
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16348
Ministerio de Educación de Perú - MINEDU. (2022). Resultados de la Prueba Muestral del Segundo y Cuarto Grado de Primaria. https://umc.minedu.gob.pe/resultados-em-2022/
Ministerio de Educación de Perú - MINEDU. (2016). Currículo Nacional de Educación Básica. https://repositorio.minedu.gob.pe/handle/20.500.12799/4551
Mora Aristega, A. M., y Mora Aristega, J. E. (2021). El aprendizaje colaborativo y su contribución en los ambientes virtuales. Journal of Science and Research, 6(1), 164-184.
Morton, J., Amrollahi, A., y Wilson, A. D. (2022). Digital strategizing: An assessing review, definition, and research agenda. The Journal of Strategic Information Systems, 31(2), 101720. https://doi.org/10.1016/j.jsis.2022.101720.
Núñez-Canal, M., de Obesso, M. D. L. M., y Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270.
Sconti, A. (2022). Digital vs. in-person financial education: What works best for Generation Z? Journal of Economic Behavior & Organization, 194. 300-318 https://doi.org/10.1016/j.jebo.2021.12.001.
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
