The user then calibrates the whiteboard image by matching the position of the projected image in reference to the whiteboard using a pointer as necessary. After this, the pointer or other device may be used to activate programs, buttons and menus from the whiteboard itself, just as one would ordinarily do with a mouse. If text input is required, user can invoke an on-screen keyboard or, if the whiteboard software provides for this, utilize handwriting recognition. This makes it unnecessary to go to the computer keyboard to enter text.
The majority of IWBs sold globally involve one of four forms of interaction between the user and the content projected on the whiteboard. These are an infrared scan technology; a resistive, touch-based board; an electromagnetic pen and associated software; and an ultrasonic pen.
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An infrared interactive whiteboard is a large interactive display that connects to a computer and projector. The board is typically mounted to a wall or floor stand. Movement of the user's finger, pen, or other pointer over the image projected on the whiteboard is captured by its interference with infrared light at the surface of the whiteboard.When the whiteboard surface is pressed, software triangulates the location of the marker or stylus. Infrared IWBs may be made of any material, no dry-erase markers are involved, and may be found in many settings, including various levels of classroom education, corporate boardrooms, training or activity rooms for organizations, professional sports coaching facilities, and broadcasting studios.
By combining classroom response with an interactive whiteboard system, teachers can present material and receive feedback from students in order to direct instruction more effectively or else to carry out formal assessments. For example, a student may both solve a puzzle involving math concepts on the interactive whiteboard and later demonstrate his or her knowledge on a test delivered via the classroom response system. Some classroom response software can organize and develop activities and tests aligned with State standards.
Glover & Miller conducted a study on the pedagogic impact of interactive whiteboards in a secondary school. They found that although interactive whiteboards are theoretically more than a computer if it is only being used as an adjunct to teaching its potential remains unrealized. The authors' research was primarily to ascertain the extent and type of use in the classroom.In order to determine if any change in pedagogy or teaching strategies was taking place the researchers conducted a detailed questionnaire. The authors found that the teachers used the IWBs in one of three ways; as an aid to efficiency, as an extension device, and as a transformative device. They noted that teachers' use of the technology was not primarily affected by training, access, or software availability. When used as a transformative device (approximately 10% of teachers taking part in the study) the impact on pedagogy was transformative.[10]
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