Academic literature on the topic 'Educational interactive technology'
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Journal articles on the topic "Educational interactive technology"
Lovell-Johnston, Meridith Ann. "Do “Interactive” Educational Technologies Promote Interactive Literacy Instruction?" Language and Literacy 21, no. 3 (August 27, 2019): 79–111. http://dx.doi.org/10.20360/langandlit29448.
Full textChen, Boyuan, and Shuai Lan. "Research on Museum Educational Display Based on Image Recognition Tracking." Wireless Communications and Mobile Computing 2022 (March 18, 2022): 1–9. http://dx.doi.org/10.1155/2022/7314887.
Full textDaukilas, Sigitas, and Judita Kasperiūnienė. "Technology-based curriculum features of education and business organizations." Management Theory and Studies for Rural Business and Infrastructure Development 36, no. 3 (October 14, 2014): 471–84. http://dx.doi.org/10.15544/mts.2014.044.
Full textIriskulovna, Yusupova Khabiba, and Yusupova Mokhira Iriskulovna. "Collaborative Educational Technology Of Preparing Students For Interethnic Communication." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 637–40. http://dx.doi.org/10.37547/tajssei/volume02issue11-110.
Full textOrekhova, Yuliya M. "Use of interactive teaching technology at different stages of a university foreign language class." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 2 (June 24, 2021): 217–21. http://dx.doi.org/10.18500/1819-7671-2021-21-2-217-221.
Full textVolkova, Natalia, Olha Lebid, Olha Hrom, Nataliia Zinukova, and Tetiana Korobeinikova. "Teamwork as an interactive educational technology at pedagogical universities." SHS Web of Conferences 104 (2021): 03003. http://dx.doi.org/10.1051/shsconf/202110403003.
Full textGladun, Mariia, and Mylana Sablina. "MODERN ONLINE INSTRUMENTS OF INTERACTIVE EDUCATION AS TECHNOLOGY OF COOPERATION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 4 (2018): 33–43. http://dx.doi.org/10.28925/2414-0325.2018.4.3343.
Full textAlimjanova, Feruza Ibrohimjonovna. "IMPLEMENTING INTERACTIVE METHODS FOR DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 05 (May 20, 2021): 20–24. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-04.
Full textSong, Lei. "Debate - the innovative type of educational technology." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2012): 118–26. http://dx.doi.org/10.51314/2073-2635-2012-2-118-126.
Full textDavis, James W. "The Educational Contribution of Interactive Whiteboards." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (January 2018): 63–76. http://dx.doi.org/10.4018/ijcssa.2018010105.
Full textDissertations / Theses on the topic "Educational interactive technology"
Verhoeven, Yen. "The Grounded Theory of Interactive Spatial Learning from a Virtual World." Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792634.
Full textThis dissertation presents a multidimensional learning theory called Interactive Spatial Learning (ISL). Using constructivist grounded theory methodology, ISL was abductively derived from a qualitative investigation into the forms of learning that emerged through the practices found at the Builder’s Brewery school in the 3D virtual world of Second Life. ISL was developed in response to the divergence that exists between two theoretical perspectives in online learning research; studies from a cognitive perspective define learning as changes in individual cognition while studies from a sociocultural perspective define learning as participation. The exclusive adoption of either learning perspective may lead to oversights in four important aspects of learning: (a) the temporal sequencing of independent and social regulatory learning processes, (b) contextual learning cues embedded within the virtual learning environment, (c) individual learner attributes, and (d) the development of socioemotional connections between learners. To address these oversights, this study utilized data collected from interviews, participant observations, chat logs, survey responses, and digital artifacts to extend our understandings of the learning that emerges from the coordinating mechanisms between the individual, social, and technological aspects of a virtual learning environment. Data collection and analysis incorporated the use of data sensitizing principles to develop the theoretical constructs of knowledge places, community-based Discourses, and technology mediation found in ISL. ISL posits that learning is the recontextualization of information to different modalities through interactions that occur in interactive spaces. Interactive spaces are where information and knowledge are generated and transformed. At a systemic level, ISL explains information flow across spaces and semi-permeable boundaries mediated by technology. At a mechanistic level, a sub-theory of ISL, called autonomous learning, looks at the emergent learning process and how people learn—the nature of which is spontaneous, self-directed, and independent. Autonomous learning trajectories describe the processes that individuals construct in order to learn. These trajectories consist of four different but interchangeable and repeatable components: learning cues/Cues, learning goals, resourcing, and recontextualization. This dissertation concludes by exploring the implications and connections that ISL has to instructional design, pedagogy, and theorizing in online spaces.
Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.
Full textMaster of Arts
Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.
Full textFedulov, Vitali. "Educational evaluation of an interactive multimedia learning platform : computerized educational platform in heat and power technology." Licentiate thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-396.
Full textRomeo, Michael Joseph. "BioMedTech Virtual Clinic: Building a Virtual Interactive Simulation for Educational Research." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1355177747.
Full textWatkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.
Full textYeakey, Janelle. "Infusing technology and algebra grant proposal." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009yeakeyj.pdf.
Full textCook, Casey J. "EXPLORING THE USE OF INTERACTIVE MULTIMEDIA AS AN INSTRUCTIONAL RESOURCE IN MIDDLE SCHOOLS OF NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143487641.
Full textManzo, Vincent Joseph. "The Effects of Polyphonic Interactive Music Systems on Determining Harmonic Functions." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164455.
Full textPh.D.
The ability to determine chords and progressions used in popular music is a valuable skill for musicians and part of musicianship. A music educator should be able to listen to the popular songs familiar to students and quickly and easily determine the chords and progressions being used in this music in order to convey information to the students about how the piece was composed and how it may be performed. Though some view this skill as being important, it is not assessed on teacher certification examinations, and the NASM (2010) accreditation mandate for addressing these particular skills in undergraduate and graduate ear-training (aural skills) courses is unclear at best. Musicians who have learned music informally may be more adept at this skill, likely out of the necessity to learn new music without the assistance of reading standard music notation. Mastery of this skill, however, could have more to do with the frequency that individuals perform with a polyphonic instrument as opposed to performers who play primarily monophonic instruments. When compared to musicians who have mastered a polyphonic instrument such as guitar or piano, musicians lacking experience performing on a polyphonic instrument may also lack an understanding of the concept of a three-note sonority functioning in a way specified by the key. In order to determine chords and chord progressions, experience performing harmony, hearing how it functions, and doing so with fluency is necessary. For players of monophonic instruments such as the trumpet or voice, the traditional approach for supplementing the lack of experience playing a polyphonic instrument is to give them piano lessons. However, without mastery of performance skills on this instrument, the fluency necessary to afford experiences in which the performer can be performing harmony while hearing how it functions can be difficult. One solution can be the implementation of interactive musical instruments and environments that provide a way of performing harmony with controls that are more accessible in terms of immediate use than traditional instruments. Technology-based musical instruments are easily obtainable to individuals via digital mediums and allow an immediacy by which an individual can compose and perform even without formal music training (Manzo, 2007; Pask, 2007; Wel, 2011). The present study observed the effects of activities involving polyphonic interactive music systems on participants' ability to determine chords and progressions. I observed the ways that post-test scores changed after using the software, and noted the extent to which subjects were able to determine chord progressions better or worse with the aid of this interactive software system versus a traditional polyphonic instrument. An increased ability to do so could yield important implications for individuals looking to easily perform chords for pedagogical reasons, such as practicing the determination of chords and chord progressions, but who lack mastery performing a polyphonic instrument; an interactive system could provide an alternative to traditional instruments. The open-source software developed and used for this study can be easily changed to allow musical events to be triggered using any sort of control mechanism including sensors, buttons, and more. This software, with its limited number of labeled controls, can be expanded to function as a prototype for future research. Visit www.vjmanzo.com/dissertation for more information.
Temple University--Theses
Boyd, James L. "Interactive simulations| Improving learning retention in knowledge-based online training courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261889.
Full textThe purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners’ ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.
Books on the topic "Educational interactive technology"
Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.
Full textR, Misanchuk Earl, ed. Interactive multimedia instruction. Englewood Cliffs, N.J: Educational Technology Publications, 1993.
Find full textTurel, Vehbi. Intelligent design of interactive multimedia listening software. Hershey: Information Science Reference, 2015.
Find full textInteractive whiteboards in the elementary classroom. Eugene, Oregon: International Society for Technology in Education, 2013.
Find full textInteractivity in e-learning: Case studies and frameworks. Hershey, PA: Information Science Reference, 2012.
Find full textMishra, Sanjaya, and Usha V. Reddi. Educational multimedia: A handbook for teacher-developers. New Delhi: Commonwealth Educational Media Centre for Asia, 2003.
Find full textPalmer, Richard. What is CBT interactive video? Manchester: NCC Publications, 1987.
Find full textPaine, Nigel. Information technology & open learning: The interactivity analogue : paper presented to ETIC '83, Exeter 28-31 March. Glasgow: Scottish Council for Educational Technology, 1985.
Find full textBetcher, Chris. The interactive whiteboard revolution: Teaching with IWBs. Camberwell, Vic: ACER Press, 2009.
Find full textDillenbourg, Pierre. Interactive Artifacts and Furniture Supporting Collaborative Work and Learning. Boston, MA: Springer Science+Business Media, LLC, 2009.
Find full textBook chapters on the topic "Educational interactive technology"
Burton, Graeme. "Interactive Voice Response — More Power to the Students." In Information Technology in Educational Management, 117–21. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_15.
Full textUlrich Hoppe, H. "The Disappearing Computer: Consequences for Educational Technology?" In Interactive Artifacts and Furniture Supporting Collaborative Work and Learning, 1–17. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-77234-9_4.
Full textMaeda, K., R. Aibara, K. Kawamoto, M. Terauchi, and S. Otsuki. "Educational Effectiveness of an Interactive Multimedia Communications Environment." In IFIP Advances in Information and Communication Technology, 35–41. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-0-387-35393-7_5.
Full textWholeben, B. E. "Interactive simulation for planning, coordination and control: Mathematical decision support systems in education." In Information Technology in Educational Management, 162–69. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_22.
Full textEvans, Michael A., and Jochen Rick. "Supporting Learning with Interactive Surfaces and Spaces." In Handbook of Research on Educational Communications and Technology, 689–701. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_55.
Full textKarel Engels, Leopold. "Linguistic and Educational Principles of the Computer Aided Language Learning Software A.D.A.M. & E.V.E." In Interactive Learning Technology for the Deaf, 71–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58024-6_6.
Full textVan Greunen, Darelle, and Janet Wesson. "Formal Usability Testing of Interactive Educational Software: A Case Study." In IFIP Advances in Information and Communication Technology, 161–76. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35610-5_11.
Full textUmaquinga-Criollo, Ana C., Diego H. Peluffo-Ordóñez, Paúl D. Rosero-Montalvo, Pamela E. Godoy-Trujillo, and Henry Benítez-Pereira. "Interactive Visualization Interfaces for Big Data Analysis Using Combination of Dimensionality Reduction Methods: A Brief Review." In Technology, Sustainability and Educational Innovation (TSIE), 193–203. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_17.
Full textNg, W. Y. "TESS: an interactive support system for school timetabling." In Information Technology in Educational Management for the Schools of the Future, 131–37. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_17.
Full textKolb, Sharon M., and Amy C. Stevens Griffith. "Planning for Implementing Assistive Technology." In Educational Stages and Interactive Learning, 485–97. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch026.
Full textConference papers on the topic "Educational interactive technology"
Kekuluthotuwage, Prageeth, and Pumudu Fernando. "HomeSchool: An interactive educational tool for child education." In 2017 National Information Technology Conference (NITC). IEEE, 2017. http://dx.doi.org/10.1109/nitc.2017.8285652.
Full textSong, Bok Deuk, Yeon Jun Choi, and Jong Hyun Park. "Development of Multimodal Interaction-based Interactive Educational Content-Authoring Tool." In 2019 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2019. http://dx.doi.org/10.1109/ictc46691.2019.8939951.
Full textAliev, Yuksel, Adriana Borodzhieva, and Galina Ivanova. "AN INTERACTIVE EDUCATIONAL SOFTWARE FOR CONVOLUTIONAL ENCODERS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1312.
Full textNguyen, Huyen N., Caleb M. Trujillo, Kevin Wee, and Kathleen A. Bowe. "Interactive Qualitative Data Visualization for Educational Assessment." In IAIT2021: The 12th International Conference on Advances in Information Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3468784.3469851.
Full textIttan, Swati, Gaurav Paruthi, and William Thies. "Mapping Large Educational Websites to Interactive DVDs." In 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.46.
Full textCERCHEZ, Gabriela, Dan Ionuț PETRE, and Răzvan Ioan NEDELCU. "TRAINING THEORY-INTERACTIVE STRATEGIES IN THE EDUCATIONAL PROCESS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/05.16.
Full textEisenberg, Michael, Hyunjoo Oh, Sherry Hsi, and Mark Gross. "Paper mechatronics: A material and intellectual shift in educational technology." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318153.
Full textSzymczyk, Tomasz. "INTERACTIVE EDUCATIONAL APPLICATION USING VR IN A SMARTPHONE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1024.
Full textCheng-Yi Yang, Yu-Sheng Lo, and Chien-Tsai Liu. "Developing an interactive dental casting educational game." In 2010 3rd IEEE International Conference on Computer Science and Information Technology (ICCSIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccsit.2010.5564029.
Full textWu, Wen-Chuan, Pei-Yu Lin, Shiang-Min Suen, Yun-Cheng Wu, and Jr-Mao Tseng. "THE INTEGRATION OF HUMANITIES AND TECHNOLOGY FOR INTERACTIVE LEARNING." In 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.113.
Full textReports on the topic "Educational interactive technology"
Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4440.
Full textHolub, Oleksandr, Mykhailo Moiseienko, and Natalia Moiseienko. Fluid Flow Modelling in Houdini. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4128.
Full textPalamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.
Full textOsypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.
Full textVarina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.
Full textBaloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.
Full textCole, P. R. SET Careers Program: An interactive science, engineering, and technology career education exhibit. [A brief summary report]. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/6439040.
Full textVolikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.
Full textIatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.
Full textCole, P. R. SET Careers Program: An interactive science, engineering, and technology career education exhibit. Annual progress report, September 1, 1992--October 31, 1993. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/10150465.
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