From an educational point of view, an interactive blackboard has many advantages:
It is a very flexible resource, capable of adapting to very different methodologies, from the most traditional to the most innovative, and to different styles of teaching and learning.
As an inheritor of the traditional blackboard, it is relatively easy to manage, which guarantees that even the most refractory teachers of blackboard learn to use it with little effort. Such capacity fosters the technological interest of teachers, reduces stress in the face of ICT innovations, reinforces their self-esteem and professional training and favors pedagogical innovation.
If the computer to which it is connected also has an Internet connection, the soton blackboard makes available to students and teachers the largest library of conceivable educational resources: the Network.
It allows to project on the screen the information coming from the peripherals connected to the computer (among others, digital video cameras, readers or document viewers , scanners, digital sound sources, etc.), which greatly expands the possibilities of use, since any environment or scope of reality can be used as teaching material.
The Internet connection and the projection system make it possible for remote communications involving audio and video (for example, videoconferences) to be used as a teaching resource in the classroom. This possibility of blackboard soton learning allows “breaking” the boundaries of the classrooms and facilitates the opening of these to very diverse teaching-learning environments.
Blackboard Soton favours the use of many existing materials, both by teachers and created by third parties, such as educational administrations and publishers: presentations, static documents, web pages, graphics, photographs, illustrations, posters and posters, animations, timelines, conceptual schemes and maps, simulations, videos, movies, etc. In many cases, teachers can project on the blackboard materials of a quality and complexity that would be impossible to use with conventional means.
It makes possible the reuse of the teaching effort, since the materials and didactic activities can be created once and many used; In addition, given that different models and systems contemplate the possibility of recording a class or didactic action and reproducing it again, they allow the reuse and analysis of the improvisations that are an essential part of the teaching work.
It allows students to learn actively since they can use it in all kinds of tasks: exhibitions, carrying out interactive exercises, presenting and evaluating their work, holding debates, etc. This aspect supposes a very positive reinforcement of the motivation of the students.
In many cases, it represents a cost saving with respect to traditional computer rooms, where a computer is required for each student, or for every two.
The use of a powerful and simple technology that allows you to make notes directly on materials that the teacher already used in a traditional way, using markers of different colors and other tools.
The teacher can reuse their classes and encourage communication with students and families.
You will have new tools to boost your class group and encourage the participation of students and their involvement in the teaching-learning process.
The teacher will have the ability to generate new methodologies for work in the classroom, as well as different types of evaluation.
They will have the ability to publicize their work outside the classroom. Being able to improve the results, share them and expand them.
The interactive blackboard is a resource that awakens the interest of teachers to use new pedagogical strategies and to use ICT more intensively, encouraging professional development.
As the teacher increases their knowledge, they will be able to create their own content and collaborate with other teachers in content development, broadening the topics, searching for resources and other possibilities.
Improvement of understanding, especially in the case of complex concepts given the power to reinforce explanations using videos, simulations, images and interactive elements
Students will be active and participatory protagonists, both from an individual and group point of view
Students will pay more attention: by joining interactivity, large screen projection and working with contents close to their reality
There will be a greater predisposition to learning, as this is more fun and novel. Seeing students’ work in another space different from the usual one
Approach ICT to students with disabilities, favoring the learning of students with specific educational support needs.