It's About Interactive Learning

… with Technologies in …, 2002

This paper draws on results of a research project InterActive Education: Teaching and Learning in the Information Age. The overall aim of the project is to examine the ways in which new technologies can be used in educational settings to enhance learning. To this end the project centres around the design and evaluation of teaching and learning initiatives for pupils from the age of eight to eighteen. Within this paper we report on our work with primary school teachers and pupils, who are developing learning initiatives for English, mathematics and music.

Journal of Computer Assisted Learning, 2008

Abstract Recent policy initiatives in England have focused on promoting ‘interactive’ teaching in schools, with a clear expectation that this will lead to improvements in learning. This expectation is based on the perceived success of such approaches in other parts of the world. At the same time, there has been a large investment in Information and Communication Technology (ICT) resources, and particularly in interactive whiteboard technology. This paper explores the idea of interactive teaching in relation to the interactive technology which might be used to support it. It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity. When applied to a case study of interactive teaching during a lesson involving a variety of technology-based activities, the framework reveals a confusion of purpose in students' use of an ICT resource that limits the potential for learning when students are working independently. Discussion of relationships between technical and pedagogical interactivity points a way forward concerning greater focus on learning goals during activity in order to enable learners to be more autonomous in exploiting ICT's affordances, and the conclusion identifies the variables and issues which need to be considered in future research which will illuminate this path.

Methodologies, Tools and New Developments for E-Learning, 2012

Teaching and learning process which integrated with Information and Communication Technologies (ICT) has been the major trend in the 21 st century. Teachers are required to have ICT skills to make an interactive learning. Unfortunately, in Indonesia, there are many teachers who are still confused on the use of ICT. Some of them said that they faced some difficulties when they had to make learning media by using computer. Others said that using ICT in the teaching and learning process is wasting time. They think that teaching by only using textbook is enough since textbook has already covered with materials written in the syllabus. Though, one of the principles of multimedia learning illustrated that students will have a better understanding when they are learning with words and picture rather than with words alone. Deriving from the condition above, this paper aims at finding out the benefits on the use of interactive ICT-based learning using multimedia design principles and finding out teachers’ responses toward the integration of ICT in the classroom teaching and learning. The study is conducted by administering questionnaires to 20 teachers in Indonesia. The result shows that there are benefits on the use of interactive ICT-based learning using multimedia design principles in the teaching and learning process and teachers also shows some positive responses on the integration of ICT in the classroom teaching and learning.

2015

advice. Our sincere thanks go also to our research assistants, Sophie Curtis-Ham, Francie Graham and

1. Context The past decade has seen unprecedented investment in the use of new technology in UK schools and politicians of all parties have waxed lyrical about the potential of ICT for improving teaching and learning in school subjects. In particular, attention has focused on the multimedia dimensions of new technology and the claims that new technology offers the potential to provide interactive modes of teaching and learning which will be more effective than traditional modes of pedagogy. It is important to keep in mind that not all countries have the same attitude to the use of ICT in education. Whereas some have adopted an enthusiastic espousal of putting large numbers of computers into schools, and seen the technologisation of education as a crucial 'weapon' in terms of international competitiveness in education, others have been more relaxed or restrained in this area, and have not viewed computer to pupil ratios, or quality and quantity of internet connectivity in s...

This paper focuses on the Classroom of the Future project. It shows the whole process of building the classroom of the future from a normal classroom. It points out the problems and questions arising during the realization of the project, highlights the benefits of some ICT tools and shows the main lines of research running in connection with this issue. The main aims of the project are: (1) to build an Ideal Classroom for the 21st century, (2) to integrate multimedia learning environment into teacher-education, (3) to test the efficiency of the newest ICT tools in education (4) to develop curriculum materials for different ages to foster deep understanding and to motivate students through bringing real-life problems and new directions of teaching methods to school. Flexible furniture and technology is also a perfect environment for students to obtain the skills they will need in the real-life knowledge-based digital world. This paper focuses on the Classroom of the Future project at the University of Szeged. It shows the whole process of building up the classroom of the future from an ordinary classroom. It points out the problems and questions arising during the realization of the project, highlights the benefits of some ICT tools and shows the main lines of research concerning this issue.

Computers & Education, 2001

Several papers present the work of academics from the Spanish Open University (UNED) and the Catalan Open University (UOC) in developing comprehensive learning environments for distance learning use (pp. 37, 93, 275). In the last of these (p. 275), the authors illustrate UNED's efforts to design and develop a web-based learning environment which allows for reusability of resources, yet provides a sound, easy to use content design facility based on instructional templates. An interesting paper, 'Learning Basque in a distance-adaptive way', achieves a good balance of technical and pedagogical reasoning, revealing an unusual partnership of educational institutions (a university and a secondary school) with industry (a software company) and the media (a regional newspaper); all backed by financial support from the local government. The closing paper is somewhat different from the rest, which makes it stand out but also rounds off the collection on an unexpected, theoretical note. Entitled 'Computer-Human Learning. Learning through Natural Language on the Internet', it does not describe any particular system but rather considers the role of natural language in knowledge acquisition and development, recognising the role of linguists and computational linguistics as key contributors to the cognitive sciences and the use of computers in education in particular. Readers need to get over the hurdle of non-native language writing (or more likely poor translations) which makes reading the first two plenary lectures in particular a hard task, but most of the short papers in Part II are written in perfectly good English, with some painful exceptions. The book will be of interest primarily to computer scientists and developers of educational software. For others, it will provide a brief insight into artificial intelligence and the future of educational software, but they must be ready to deal with the abundance of technical terms and concepts presented. At £80, this book is more likely to be found on library shelves than in lecturers' studies.

telearn.org

The InterActive Education project (Sutherland et al, 2009), based in the Graduate School of Education at the University of Bristol, was developed in the context of a rapid expansion in all kinds of information and communications technology (ICT) and in response to the massive drive to ...