To view the full text of this article...
Subscribe for faster access!
Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.
Purchase individual articles and papers
Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.
Already have an account?
If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 18.104.22.168.
Interactivity in Mathematics and Science Education
Save to My Collections
Cezikturk, O., Kahveci, M. & Cirik, G. (2000). Interactivity in Mathematics and Science Education. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 106-111). AACE.
Retrieved from http://www.editlib.org/p/15425.
International Conference on Mathematics / Science Education and Technology (MSET) 2000
Table of Contents
Today, interactivity is seen as a key factor for achieving effective learning environments. Research says that "Interactivity" is a messy idea that takes its meaning from a system of metaphysical oppositions. These oppositions range from learner control issue to the debate. A group of academicians and researchers were asked to imagine a "Richly Interactive Learning Environment" to the fullest degree possible. The commonalities and differences in their ideas are investigated in order to come up with a shared understanding of interactivity for the new millennium. The aim of this article, is to both deconstruct and reconstruct a theory for interactivity with some real ground from previous research, ideas from that group, and from the ideas of the authors, as a whole. With this framework in hand, we hope that it will be possible to differentiate the real promises of "interactivity" from the wonderland promises.
- The effectiveness of educational technology on children’s learning in a school environment
- SALMS: SCORM-compliant Adaptive LMS
- Role-Based Design: Rethinking Innovation and Creativity in Instructional Design
- E-Learning within the Classroom: Examining the Complexity before Measuring the Impact
- Development of social presence scale
- E-learning and ADDIE Model
- Supporting Teachers’ Use of a Project-Based Learning Environment in Ocean Science: Web-Based Educative Curriculum Materials
- Students with Learning Difficulties: Web 2.0 Resources for Response to Intervention (RTI)
- Usage Analysis in Learning Systems
- Understanding Learning Contexts as Ecologies of Resources: From the Zone of Proximal Development to Learner Generated Contexts
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.