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Assistive and Adaptive Technologies
Collaborative Learning and Technology
Computer Games - The Power of Play
Computer Games to Support English Learners
Drill and Practice
Element of Sound in Software Design
Fidelity in Simulations
Gender Issues and Software
Hypermedia, including multimedia
Instructional Design and Software
Learner Control vs. Lesson Control
Learning and the use of classroom software
Learning Disabilities and Technology
Motivation and Classroom Software
Multiple Intelligences and Technology
Presentation of Information
Second Language Learner Issues and Software
Software and Learner Engagement
Software Simulations in Science Courses
Sound in Software Design
Transfer of Learning
For teachers to experience and learn how interactivity is described as multimedia learning which clearly engages learners in meaningful activities. Within the classroom, teachers and students demonstrate interactivity through a variety of ways to include:
Before reading the articles, peruse through the vocabulary bank only if you need a refresher on interactive terms :)
Applications teachers use to address correct and unusual context answers
relating to the characteristic of teaching
Student has a high influence over the activity within the software or program parameters
Student use tutorial as a participant in interaction which include predetermined answers
Student constructs their own meaning from the use of the model of a tutorial format
Student reflects within a whole class setting on the activity using tools to to store, review, and represent ideas that have been learned
Information and Communication Technology
an electronic mailing list of people who wish to receive specified information form the Internet
individual or group of users produce an ongoing narrative.
Research Articles about Interactivity in the classroom
EBSCOhost: Teaching with Interactive Whiteboard
ScienceDirect - Computers & Education : Interactivity in the classroom and its impact on learning
My Personal Summaries
Teaching with Interactive Whiteboards
In this study, research showed a 16% percentile gain in student achievement in classrooms where teachers and students worked with Interactive Whiteboards.
Classrooms using voting devices experienced a 26% gain in student achievement on test scores.
Reinforcers such as virtual applause, dragging and dropping capabilities, and uncovering information under objects were connected to a 31% percent gain.
In contrast, classrooms that scored better without the Interactive Whiteboards revealed some interesting findings.
Teachers and students need not only to focus on the overall percentage of how the class did on each question, but actually note incorrect findings and quickly bring up why an answer is incorrect.
Teachers using video segments and images need to allow time for student and teacher discussion and analysis of the graphics. Time spent on each flipchart is worthwhile, remembering not too forward ahead so quickly that students do not grasp the content.
Too much stimuli takes away from the content and overdoing visuals and displaying them in great quantities takes away from the subject.
Lastly, when using virtual applause, it may become the center of attention instead of clarifying the content at hand.
Interactivity in the classroom and its impact on learning
The article shares how there is presently, a need, to shift and change how teachers and students use ITC to support learning in the classroom.
One goal is to include a more dialogic foci so students are able to approach ITC with more analysis and independent thought processes.
The other objective is to shifting authoritative instruction which is more lecturing towards a dialogic approach. This approach would focus on the way teachers are: 'funneling questions, probing questioning, focusing questioning and uptake' and lastly, ' collecting reflections,' to develop higher level thinking.
Good classroom practice should never be replaced with flipcharts alone. It can consist of a combination of organized information with meaningful segments which include flipcharts that are solely there to process and discuss whole class what is being taught
Blogging - Promoting Interactivity
Blogging can help students feel that they are a part of the community and yet feel that they still have their own personal virtual place.
Blogging is a knowledge-centered instructional tool.
Students are able to use what they have researched and share what they have synthesized in a structured environment, adding to the blog their own weblogs and comments to the content and to each other.
The three main components include:
Receptive learning - encourages students to acquire information and report what they have learned.
Directive learning - provides students with equal access to important information, to broaden the scope of understanding, and direct student to additional resources and information.
Guided discovery and knowledge construction - Students revisit the learning space, build on prior knowledge, and think about what they have learned, and strive for further information. All the while, sharing and reflecting within their own username, but also giving responses, questions, and comments to peers and teachers.
To increase effectiveness teachers need to create a blog for each student, require them to post entries, and respond to others' entries within a timely manner.
The study revealed how some students were negatively effected because their blogs never were commented on by the teacher or other students.
Another case revealed how a teacher asked for students to blog, but never allowed for entry posts and also never responded back. Eventually, students stopped blogging altogether.
I chose these image because it compares and contrasts technological interaction.
I too, teach plants vs. animal cell structures and thought it was great how this teacher used her Promethean Board to engage learners. Both the teacher and students were clearly involved and motivated.
Interactive Whiteboard Community - Educational and Teacher Resources : Promethean Planet
ActivEducator Blog from Promethean Planet
How to Use Blogs: Grades 6–8 | Scholastic.com
Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning.
Computers and Education
(3), Retrieved from
Glogoff, S. (2005) Instructional blogging: promoting interactivity, student-centered learning, and peer input.
, 1(5), Retrieved from,
Marzano, R. (2009). Teaching with interactive whiteboards.
, 67(3), Retrieved from
EBSCOhost: Teaching with Interactive Whiteboards
Zane, L. (Producer). (2008).
Smart board interactive whiteboard
. [Web]. Retrieved from
TeacherTube Videos - SMART Board Interactive Whiteboard - Lisa ZaneImage Retrieved from http://farm4.static.flickr.com/3290/2855720793_7d22db791e.jpg
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