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ABSTRACT
The purpose of this work is to systematize pedagogical indicators in order to help
students and teachers in the use of the interactive language present in the digital
board. To accomplish this goal, we first conducted a bibliographic research
studying papers in the following subjects: information and communication
technology; education and technologies; multimedia resources; interactivity; and
digital board. We systematize five pedagogical indicators of the digital interactive
language: interactivity; flexibility/multilinearity; connectivity; quality of the
information and content; and the convergence of languages. The research included
two groups of students from the Pedagogy Course of the Education Faculty of
Unicamp in which we proposed the use of those indicators in order to plan an
activity to the students using the digital board to consolidate one of the four
Learning Styles (active, reflexive, theoretical or pragmatic). The students used the
indicators in a practical activity, and after that they answered a questionnaire to
evaluate its clarity; coherence; consistency; relevance; and effectiveness. We
analyzed the results quantitatively and concluded that the students showed great
acceptance of the indicators of the interactive digital language in the elaboration of
pedagogical practices using the digital board.
Keywords: Education technology digital. Interactive language. Interactive
whiteboard. Learning styles theory.
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