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It is a pleasure for me to welcome you all, first of all to the UNED, to the UNED facilities.

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You are in one of the last associated centers in the Madrid area, which is undoubtedly one of the most modern and representative of the whole university.

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And secondly, of course, I welcome you to this first practical seminar on the use of interactive digital boards.

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If you have noticed, I just put the first one in front, which is not exactly in the title, because I hope, in view of the success of all of you here,

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that there is a second, a third, and that there are many more, and that this is only the beginning of a long series.

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I would like to highlight some of the aspects that I consider interesting of this seminar, of what you are going to see throughout this intense morning of work,

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in which you will be shown a series of practical cases.

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I think that, first of all, it is necessary to reflect on how one can articulate, and this seminar is a case of remarkable success,

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how one can articulate the relationship between a university, which is obviously an institution with mainly teachers and researchers,

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with the world of the company.

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This seminar is a joint venture of the Laboratory of Didactic Engineering of the UNED, headed by Germán Ruy Pérez, who is here to my left,

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and mainly of the company Studyplan.

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I don't know if you are a delegate counselor, but you are going to allow me, Stephen, the imprecision.

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General Director, I get a little lost with the positions in the companies, but in any case, to the person who runs this company, Stephen England, who is sitting in front of you.

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We also have a series of companies that also collaborate, and to whom I think it is necessary to leave our thanks for the effort and for the involvement in the organization of the seminar,

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which are Istanlang, LOCSIQ, Optoma, Luidia and FIBO.

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As I said before, a first reflection that I would like to make is that many times you know that the world of teaching or teaching practice is a little separated from the world of the company,

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and I think that this type of seminar is a reason for pride that we finally sit down to dialogue in equal conditions and start presenting projects that I consider interesting.

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In this sense, UNED is possibly one of the pioneering institutions in Spain due to its non-face-to-face university character,

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distance learning institution, in the use of what has been called since 1972 that UNED Nuevas Tecnologías was founded.

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At that time it was radio, then we went on to make video, television, etc.

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And then, in the end, we got the Internet revolution in which we are all.

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In that sense, from my humble point of view, then the experts and those who know about the subject will speak.

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I think we have gone through history with many failed technological attempts.

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I think we are, in the case of the interactive digital blackboard, among one of those cases of remarkable success.

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And I reiterate, I think that your presence here today is a good example of this success.

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I think that this digital chalk, if you allow me the little metaphor, has come to stay in the teaching practice.

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I think that it is indeed shown as a very useful tool in multiple aspects.

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Almost all of you who are here, I understand that you come from primary, secondary, etc. teaching centers.

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Consequently, almost all of you who are here, I understand that you use these tools in a face-to-face environment.

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But we at UNED are also using it in environments of non-face-to-face tutoring tools.

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And it is also shown as a very powerful tool, technologically easy to use and pedagogically very suitable

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for our needs.

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I also wanted to tell you about the program.

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What we have tried, what the people who have organized this seminar have tried,

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is fundamentally that you have a practical panoramic, a vision of real experiences,

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of examples, of people, of people like you who are doing interesting things today in their teaching centers

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with this type of tools.

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That is why I think that this seminar is a good start for all of you who are here,

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if you know more or less the use of the chalk, to come up with an idea of the real potentialities.

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Obviously, it is about showing small samples, small examples that we have considered,

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or that we can consider paradigmatic in different areas of knowledge.

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That is, this is not something that only works for those of science or computer science.

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This is a general purpose tool that works for all disciplines, for all areas of knowledge.

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And in that sense, as I said, I think it is constituting or is already constituting

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something that will begin to change, for the first time in many centuries,

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the traditional vision that one has of the classroom, where, for a long time,

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we have basically continued with the model of a classical master class,

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almost since the Middle Ages, if you allow me to go so far.

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In this sense, the new roles that teachers, students can play,

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how we can truly integrate these tools into the daily teaching practice,

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that is, integrated within the curriculum.

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It is not this of taking the students one day, taking them to the computer room

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because they have behaved well and then it seems that we are there giving a little candy as a reward.

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No, it is not about that.

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It is about changing, possibly, our methodologies,

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adapting our methodologies to a space much richer in content and much more powerful.

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I think that, in the end, this digital blackboard comes to replace our classic blackboards,

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which, on the other hand, should not be such bad didactic resources,

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although all of us who are here, I suppose, learned in those environments and, in short,

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it has not been so bad for us, I understand.

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And, in the end, we all end up with a diploma, with a university degree.

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Making a short tour of today's program,

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then, behind me, will speak Dr. Germán Ruy Pérez,

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who is Director of the Laboratory of Didactic Engineering of the UNED,

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who is, of course, one of the people with more concerns and more innovative

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within all the teaching staff and researchers of the University of Distance Education

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that I also have the honor of representing here,

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and who has a long trajectory of more than 20 years

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dedicated to the multiple facets that occur in the use of new technologies

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and, in his case, the teaching of languages.

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And, later, we will move on to a series of practical experiences.

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The first talks, where Professor Joaquín Martín and Javier Lizosaín will be,

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are a little more general.

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Then, Stephen will tell you a little about the basic equipment of the interactive classroom,

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a little about functional aspects and a part that I suppose that all of you,

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who are here, are very interested in, which is also the economic aspect.

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And then we will see, or you will see, different strategies, different uses,

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different real applications of digital boards in different fields of education.

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I did not want to extend much more.

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I thank you all for your presence here today.

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I hope this is the beginning of a long relationship with the UNED,

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with the institution I represent,

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particularly through the Laboratory of Didactic Engineering,

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and also with Stephen and the company Studyplan.

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And I just have to wish you that this is truly beneficial for you

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and in the effort of many of the people who are sitting here today,

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it has turned out to be so.

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Thank you and welcome.

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Hello, good morning everyone.

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First of all, I welcome you and thank you for this massive attendance

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of a joint seminar between Studyplan and the Laboratory of Didactic Engineering of the UNED.

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The purpose of my speech will be very brief.

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It is simply to present what is the vision by the Laboratory of Didactic Engineering

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of what it is and what it will mean the interactive digital boards.

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As the Vice-President of the Board of Visual Images, José Carlos García Cabrero, said,

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we have a long experience in what is the use of the computer in the classroom.

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At that time, almost 20 years ago, I also met Stephen England,

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who is also part of the group of historians who have believed in the computer,

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even at the time of MS2, which some of you will remember,

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where it was really hard for us to show teachers that with an operating system

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and a computer with MS2, languages could really be learned a little better.

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They were very difficult times.

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Now we are with the Internet boom and the new boom of interactive digital boards,

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which, without a doubt, will make a great advance in everything that refers to the introduction of the TIC in the classroom.

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The general context of the boom of what we call the boom of interactive digital boards

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must also be seen from different points of view.

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From the historical point of view, those of us who come from the area of languages,

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we see it as a great advance, especially after the experience of the language laboratory,

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which had great expectations in the language laboratory.

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It was thought that with the language laboratory, the language teacher would no longer be necessary.

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And what we realized was that the language laboratory had a big problem

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and it was the maintenance of what were the famous language laboratories,

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which were then computerized, which were then the computer classrooms.

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Everything that was supposed to take the students to a specific classroom,

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where, in addition, the teams had to work at that specific moment,

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was really a challenge.

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A challenge for the teacher, regardless of the individualized learning that sometimes occurred,

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where sometimes the teacher missed what was the control of the joint learning in the classroom.

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In the computer classrooms, we all know that it not only consisted of the notable investment in equipment,

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what we vulgarly call junk, but especially in maintenance.

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And maintenance has been precisely one of the most critical points of the work of computer science.

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I say that it is one of the points where the teacher has to take the students to that computer classroom,

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where we always have the avaricious student who tries to challenge the computer he is using, etc.

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It generates a cluster of difficulties, especially what is maintenance and availability,

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regardless of the pedagogical issue.

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And we also talk about the boom of the digital blackboards,

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after the computer literacy campaigns of the professor of the University of Italy,

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led by the then PENIC.

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After the coffee break, we have the honor of having Carlos San José with us,

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who is still at the NAYA publisher, who was precisely one of the gurus of that time

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in everything related to the training of the high school teacher,

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because he was there with Elena Veiguela, in the team of Elena Veiguela,

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directing and regulating everything that was the training in new technologies.

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I say the training in new technologies because all this, at that time,

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was based on face-to-face teaching.

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That is why we speak now that one of the critical points of the use of digital interactive blackboards

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is the training.

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The training that must be seen, especially in two aspects, within the blackboards.

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We must differentiate, we think, between what is the technical use,

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that is, as a device, and the pedagogical use.

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The technical use, the truth is that it is one of the easiest equipment to use

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with which the teacher has found himself in relation to the great benefits it can offer.

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If we see it historically, any other device, even an appliance,

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it is much more difficult, in hours, man or woman, to program our video at home

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so that a certain day, a certain hour, a certain movie is recorded,

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than to use a blackboard.

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In Study Plan there are videos that, practically, in 10 minutes,

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Stephen England is able to show that a teacher can start using a blackboard.

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A homemade video, to program it for a certain day,

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to program so that a certain television show is recorded, requires much more.

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In some of them, even a master in reading the instruction book.

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Although here it is also true that we are also facing a generational gap,

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as you all know.

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A 12 or 13-year-old son or nephew does not need to read the instruction book at all

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and he will program it for you much earlier.

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But, well, this is a topic that we will talk about later,

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the generational gap and the different learning styles,

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where those of us who refer to the old generations,

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it seems that the brain has been calcified in some way,

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in such a way that sometimes it is very difficult for us to learn these new means

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and, in front of this new generation, the next generation,

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which we know as the generation that has been born with the Internet,

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has been born with the mobile phone and has been born with the SMS,

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where chatting, sending an SMS at supersonic speeds,

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making missed calls, etc., with the OK, etc.,

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that is part of their being.

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For us, it is an important learning.

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Even now, as authors of textbooks, of Spanish teaching,

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as a foreign language,

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we have had to introduce a module so that the foreigner who comes to Spain

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also knows how to read and write SMS,

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because there is no doubt that it is a young population,

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students of our time, and they also have to know this.

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We repeat, we believe that we have to differentiate between the technical use,

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the pedagogical use, the tremendously simple technical use.

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To date, we also have to think that we are facing the first generation

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of digital blackboards.

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There will be a next generation of digital blackboards

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that will incorporate everything that is the digital world.

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That is without a doubt.

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That is, they will include the GPS,

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they will also include the possibility of interactive games.

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We will not know if what we have is a digital blackboard,

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a mobile phone or a video game console.

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That is, it will be a much more sophisticated device,

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but it assumes that the new technology enters in a very simple,

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very effective way in the classroom by the teacher

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without having to have large computer displays.

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I repeat, the pedagogical use will be the critical aspect,

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the training in digital blackboards will not be reduced

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to what is the training in technical use,

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but when a teacher has that blackboard in class,

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which will have access to the Internet,

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it will be practically a computer-assisted teaching class.

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And that is precisely going to be one of the critical moments,

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one of the critical points of what is the implementation.

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Now we are in the first phase,

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which is the implementation of bringing the device to the classroom.

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And the device is entering the classroom at speeds,

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for us who know other types of devices that have entered the classroom,

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this is entering at supersonic speeds.

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That is, you have to think that in Spain in a couple of years

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there will be no teacher who does not have the possibility

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to use the digital blackboard in the classroom.

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For this reason, from the didactic engineering laboratory,

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we have proposed a very ambitious project of training,

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of, blank space, training,

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which is the training, above all, not only in person,

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but above all through the Internet.

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And through the Internet, what we call e-learning,

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because there is no doubt that we must take advantage

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that the training for the teacher right now

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does not require a physical presence

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to learn most of the skills related to what is the pedagogical use of the blackboard.

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And for that reason, it will be presented later,

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by Professor Joaquín Martín,

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what would be a small module of a first step

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that we are going to give within this training in digital blackboards

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by the didactic engineering laboratory.

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And for this also, at some point,

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we will have planned what is the semi-presential teaching

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or blended learning,

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for whose purpose what we do is to use as a reference

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this postgraduate course,

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where here you have some students and former students,

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where we teach what is learning through the Internet.

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I mean that we, in the didactic engineering laboratory,

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what we are going to offer is going to be online training

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in interactive digital blackboards,

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also having foreign experts from Great Britain, Germany and the United States,

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because we think that there are countries

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where the digital blackboard has entered before us,

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and now that we are in a globalized world,

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we are going to take advantage, above all, of the experiences of these experts.

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In the case of England, we will have one of the gurus

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of computer-assisted teaching, Paul Bunce,

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who is going to teach us directly

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not only what is the journey of digital blackboards,

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but already the experience of that second generation of teachers

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who have already used the digital blackboard.

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Well, I did not want to entertain you more,

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I just wanted to welcome you again,

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sincerely thank you,

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encourage you to continue in contact through this type of seminars,

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to apologize for the classroom that we thought we would never fill,

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and we see that it has exceeded our expectations,

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and that the next time we see each other

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it will be, predictably, in a meeting room in the university city,

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with a capacity for about 400 people,

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50% more than we are here,

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to continue in this type of seminars,

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where what we have wanted is that different teachers

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present their vision in a format of very concentrated,

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very selective, without big monographic conferences of one hour,

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but something very brief, very concrete.

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Very well, thank you very much and welcome.