List of publications on a keyword: «interactive whiteboard»

[13.00.00] Педагогические науки

Publication date: 07.10.2016
Evaluate the material Average score: 0 (Всего: 0)
Evgenia A. Kornilova , candidate of pedagogic sciences
Belgorod Institute of Education Development"Belgorod Institute of Education Development"Belgorod Institute of Education Development"Belgorod Institute of Education Development"Belgorod Institute of Education Development" , Белгородская обл
MArina P. Sevrukova
MBPEI "K/g Sretensky" , Белгородская обл

«System of orthodox spiritual-moral education in kindergarten, built on the basis of application in the classroom of interactive learning tools «Web board – a window to the world of spirituality»»

Download an article

This article presents a model of the Orthodox spiritual and moral education in the kindergarten through the use of interactive learning tools in the classroom. The paper describes in detail the advantages of using these tools in preschool education, as well as the opportunity of solutions of a number of educational problems using interactive learning tools.

Биологические науки

Publication date: 19.09.2016
Evaluate the material Average score: 3 (Всего: 1)
Lolina A. Bochkovaya
MSBEI Comprehensive school №6 , Ставропольский край

«Multimedia equipment application in chemistry and biology lessons and outside school hours»

Download an article

When teaching chemistry, the most natural is to use the computer, based on the characteristics of chemistry as a science. The computer ис necessary, firstly, to simulate the chemical processes and events, laboratory усе in interface mode, computer support presentation of new material and control process of its absorption. Simulation of chemical processes and phenomena on the computer, is especially needed for the study of phenomena and experiments that are almost impossible to show in the school lab, but they can be displayed on a computer. Application of computer models can reveal essential links of the studied object to reveal its laws, which leads to a better absorbation of the material. A student may explore the phenomenon by changing its settings, compare the results, analyze, draw conclusions. For example, setting different values ​​for the concentration of the reactants (in a program that simulates the dependence of the chemical reaction rate on various factors), a student can follow the change in the volume of gas evolved, and so on