THE IWB FOR THE CONSTRUCTION OF FORMAL THINKING: PROPOSALS FOR PROSPECTIVE PRIMARY TEACHERS CONCERNING MOTION, ELECTRICAL AND MAGNETIC PHENOMENA

The Interactive Whiteboard is a multimedia tool that has a continuous increasing diffusion in schools, but, too often, it is used to a simple transposition of activities designed for other multimedia tools. The development of specific designed activities centered on the development of learning process as regards the methods of teaching and the contents of the specific disciplines is needed. In teaching/learning physics, IWB can become a tool for conceptual modeling. In this paper, examples of activities designed for primary school pupils are discussed in relation with motion, electrostatic, magnetism phenomena evidencing the role of simple tools of the IWB to stimulate the formalization and the collaborative discussion between pupils. 1.1. The IWB as part of the change in the didactic practice New technologies initially support, then extend, and indeed transform teaching strategies during the teachers' process of acquisition of competencies and expertise. Each one of those steps must be justified for its use in the context of the school curriculum as regard the teaching goals and the students' needs. The introduction of ICT technology in school cannot be considered a part of the context. The changes brought by the use of the ICT are strongly depended on the teacher's ideas about the types of functionality that it has for teaching. The IWB is in fact a catalyzer of attention of the class in the sense that it is able to promote active participation as well to depress it when it serves as a vehicle for transmission of information. Identify how specific characteristics of the IWB can contribute to the achievement of learning objectives and improve student understanding of key aspects of disciplinary knowledge significantly is a task that had to be reached. The effectiveness in obtaining a significant change in the teaching strategies depends on the ways in which IWB is adapted to the existing teaching approaches and priorities embedded in domain specific discipline and in its actual practice. The IWB must present itself as an opportunity to reconstitute the teaching approach, otherwise the risk is the enhancement of passive roles for students; for example, the increased speed of production and delivery of materials. The objective of teaching and learning process should be placed at the base of the choices of use of the IWB, in a context in which the