Relevant bibliographies by topics / Educational interactive technology

Academic literature on the topic 'Educational interactive technology'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Educational interactive technology"

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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.

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This article explores the concept of lesson interactivity within six primary and elementary teachers’ use of whole-class and personal digital devices over multiple lessons including Interactive Whiteboards, data projectors, laptop computers, and others. The analysis focuses on the differences between technical vs pedagogic interactivity (Smith, Higgins, Wall, & Miller, 2005) where technical interactivity refers to direct tactile interaction with technology and pedagogic interactivity refers to the interaction between teachers, students, and lesson content which may occur with or without technology use. Technical interactivity varied in duration between teachers and lessons, but teachers’ use of whole-class devices typically exceeded students’ use. Use of personal devices by students was infrequent, and often supported the content displayed on a whole-class device. In terms of pedagogic interactivity facilitated by technology use, the most frequent activities were teacher-directed questioning and guided practice, during which the teachers had a correct answer or method in mind. Use of deeper pedagogic interaction through discussion, student inquiry, or research were not observed. Teachers expressed that they faced barriers to interactive technology use including program and resource constraints as well as lack of teacher comfort with technology. This research was conducted following Tri-Council guidelines for the Ethical Conduct of Research Involving Humans. It has passed the research ethics board of two universities and two school districts.
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Chen, 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.

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Based on the VR display project of the museum, this paper elaborates the temporal restoration, spatial restoration, and immersive experience of virtual reality technology and discusses the basic research of virtual reality technology in the museum, the display of the platform, and the prospect of cultural communication. By studying the working principle of somatosensory interaction technology, the development status of the somatosensory interaction device Kinect, and the programming algorithm, this paper explores its development trend and application prospect in the field of interactive exhibit design and production in science and technology museums. A prototype system of human-machine interaction is realized in the exhibit design, using Unity3D as the engine to build the interaction platform, and using webcam and other interactive devices to realize somatosensory interaction, improve the design scheme of interactive science exhibits, and practice diversified and multisensory innovative exploration of science forms.
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Daukilas, 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.

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Integrating technology-based learning tools into business and educational institutions, it is important to identify epistemological differences that are preconditioned by the circumstances of interactive and high-quality cognition. The research was carried out aiming to reveal the aspects between the pedagogical and andragogical interaction applying technology-based learning tools in business and educational institutions. Studies have shown that in business organizations and educational institutions differences in curriculum cognition are due to the interactive, high-quality, technology- based forms of studies. Personalization elements and enhancement of cognitive knowledge warrant an interactive technology-based curriculum in educational institutions at cognitive, emotional, sensual and practical perception levels. Business organizations give priority to cognitive form of perception that is often realized by adults applying the elements of reflective and experiential learning. Technology-based curriculum for adult education can be impersonalized.
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Iriskulovna, 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.

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This article describes the collaborative educational technology and its interactive and ethno pedagogical forms of education, aimed at ensuring the cooperation of the class, school community and school, family and cultural and educational institutions in preparing students for interethnic communication.
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Orekhova, 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.

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The importance of communicative learning of foreign languages in higher education has increased due to economic, political and cultural processes taking place in the world nowadays. The problem of finding effective means of ensuring the communicative nature of the educational process seems to be highly relevant at the present stage of teaching methodology development. The use of interactive methods can help teachers to implement the requirements of the Standard in the organization of the educational process of teaching foreign languages at university. The article is devoted to the analysis of the use of interactive methods at foreign language classes which can help teachers to implement the requirements of the new Federal Educational Standard of higher education. The necessity of interactive trainings for development of foreign language competence in the context of competence-based approach is described. The main changes of the educational process which have required a review of means and methods of foreign language teaching are also identified. The comparative analysis of traditional and interactive-based lessons proves that interaction allows to solve educational problems of a foreign language lesson and to redefine the roles of all participants of the educational process. The examples of the use of interactive teaching methods in accordance with the didactic structure of a foreign language lesson are given.
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Volkova, 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.

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A significant shift is taking place at higher educational institutions and emphasizes group or teamwork during the academic process. This article introduces incorporating teamwork into pedagogical courses. The application of the teamwork pedagogy is relevant due to a strong necessity to find a successful educational technology of professional teachers' competencies development required by the modern international labor market. Sufficient results have been achieved with the use of theoretical and empirical research methods as analysis, generalization, and systematization of scientific papers, observation, reflectivity, and social intelligence diagnosis, pedagogical modeling, questioning, and collecting data. The scientific novelty of the theoretical part is highlighted through the importance of applying teamwork as a more successful educational technology, proving effective tools, and strategies for designing the new teamwork-based educational process of master's degree students in Pedagogy. On the practical side, this new pedagogy has been applied in two universities, and it is concluded that teamwork can enhance problem-solving and creativity, generates understanding, support, commitment, acceptance, and bring out the best of the future university teacher.
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Gladun, 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.

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One of the decisive directions for solving problems of improving the quality of education is the development of pedagogical systems and their components, the use of new approaches and teaching methods, which are implemented in close interaction with the latest information technologies. Increasing the motivation of students, involving them in interaction within the educational process, can improve the quality of education, develop the necessary competencies. It is proved that interactive learning technologies have great educational and development potential, provide maximum activity of the participants in the educational process, optimal training time and its effectiveness. The article highlights the essence of innovative educational technologies, examines the peculiarities of pedagogical technology "learning in cooperation" as an integral part of the personality-oriented approach in teaching. It was analyzed author's research about training in cooperation with the use of computer technology. The article describes the structure of conducting classes in the form of training in cooperation, the stages of teaching communication, didactic conditions that can provide an effective organization of the stages of learning communication, taking into account the specifics of the learning process. The possibilities of using online tools of interactive learning for the implementation of educational cooperation are demonstrated. The possibilities of using online tools and resources that allow organizing cooperation during the educational process are analyzed. The stages and directions of cooperation with the use of online services are considered. An overview of the tools was carried out and examples of their application were prepared at all stages of the educational process. The advantages of using the described services are demonstrated.
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Alimjanova, 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.

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It is known that any language teaching technology is based on new principles of education, but at the same time should serve for developing students’ intercultural communicative competence in the educational process. One of the main tasks of pedagogy is to improve the quality of education, increase the intellectual activity of students, the formation of the speech culture, and the introduction of new methods in the classroom. The subject and object of the educational process are a teacher and a student in effective pedagogical technology.
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Song, 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.

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The article analyses an efficiency of an interactive educational game - Debate in activating self-education of all actors of educational process, one's individual potential capability, skills of formulating one's opinion and giving reasons to defend it. The technology of implementing the game Debate into study process and its impact on students haven't been researched enough by pedagogical science yet, and cause the reason for writing this article.
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Davis, 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.

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Interactive whiteboards (IWBs) are a key element of smart technology being used in classrooms. The principal concern when using interactive whiteboards in an educational setting is how effectively IWB's serve the student and the instructor. A key question is whether the high cost of interactive whiteboards is providing enough value to justify the cost. The purpose of this article is to provide a preliminary exploration of the perceptions of students and teachers regarding their use of IWBs. The study also discusses the factor of bias that might influence these perceptions. This study reported preliminary results of what will be a larger report on the full content analysis. However, preliminary results showed wide variance between teacher and student perceptions of interactive whiteboard use that suggests a need for further research.
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Dissertations / Theses on the topic "Educational interactive technology"

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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.

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This 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.

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Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.

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Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.
Master of Arts
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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.

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The creation and development of educational hypermedia by teachers and educational staff is often limited by their lack of computing skills, time and support from the educational institutions. Especially the lack of computing skills is a hinderance to most of today’s educational experts. The problem is to find out how those educational experts could be supported by computer based tools which are tailored especially to their needs without having any technical limitations. In this study the separation of technical and educational content in educational hypermedia is examined as a solution to this problem. The main hypothesis of this study is that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies and their conversion into an authoring tool. Such an authoring tool would make the creation of educational hypermedia very easy for teachers and therefore enable them to overcome the existing obstacles. The development of a new model, the creation of a new XML language and the implementation of a new authoring tool form the basis for a detailed investigation. The investigation was done by undertaking several research tasks like the evaluation of the XML language and the authoring tool by a group of educational experts of different knowledge domains, the practical usage of the authoring tool for the creation of real-life based educational material and the analysis of the gained research results. The analysis of the qualitative data showed that the separation of educational and technical content in educational hypermedia is possible and that it can be applied by educational experts with low computing skills as well as by technical experts with no educational background. Furthermore, the analysis allowed some additional insights into the creation of educational material by teachers and how it can be improved. The main conclusion of this study is that authoring tools in educational hypermedia should use the separation of educational and technical content based on different teaching and learning strategies which allows educational experts with low computing skills to create educational content for delivery via the World Wide Web.
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Fedulov, 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.

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Romeo, 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.

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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.

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Yeakey, Janelle. "Infusing technology and algebra grant proposal." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009yeakeyj.pdf.

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Cook, 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.

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Manzo, 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.

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Music Education
Ph.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
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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.

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The 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.

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Books on the topic "Educational interactive technology"

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Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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R, Misanchuk Earl, ed. Interactive multimedia instruction. Englewood Cliffs, N.J: Educational Technology Publications, 1993.

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Turel, Vehbi. Intelligent design of interactive multimedia listening software. Hershey: Information Science Reference, 2015.

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Interactive whiteboards in the elementary classroom. Eugene, Oregon: International Society for Technology in Education, 2013.

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Interactivity in e-learning: Case studies and frameworks. Hershey, PA: Information Science Reference, 2012.

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Mishra, Sanjaya, and Usha V. Reddi. Educational multimedia: A handbook for teacher-developers. New Delhi: Commonwealth Educational Media Centre for Asia, 2003.

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Palmer, Richard. What is CBT interactive video? Manchester: NCC Publications, 1987.

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Paine, Nigel. Information technology & open learning: The interactivity analogue : paper presented to ETIC '83, Exeter 28-31 March. Glasgow: Scottish Council for Educational Technology, 1985.

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Betcher, Chris. The interactive whiteboard revolution: Teaching with IWBs. Camberwell, Vic: ACER Press, 2009.

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Dillenbourg, Pierre. Interactive Artifacts and Furniture Supporting Collaborative Work and Learning. Boston, MA: Springer Science+Business Media, LLC, 2009.

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Book chapters on the topic "Educational interactive technology"

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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.

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Ulrich 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.

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Maeda, 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.

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Wholeben, 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.

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Evans, 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.

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Karel 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.

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Van 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.

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Umaquinga-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.

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Ng, 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.

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Kolb, 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.

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Assistive Technology (AT) is an instructional tool that may benefit many students. Practitioners, especially classroom teachers, are aware of the benefits of AT but many have limited experience and knowledge resulting in poor assessment, planning, and implementing of assistive technology to positively impact student learning. The content in this chapter provides readers with the following information: (a) assistive technology defined and discussed through the lens of historical legislation, (b) assistive technology devices, (c) augmentative and alternative communication, (d) assistive technology assessment, (e) person centered planning as a framework for AT utilization, and concludes with (f) instructional programming based on AT assessment results.
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Conference papers on the topic "Educational interactive technology"

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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.

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Song, 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.

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Aliev, 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.

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Nguyen, 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.

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Ittan, 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.

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CERCHEZ, 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.

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In this paper we aim to analyse the extent to which the strategies used in online teaching influence students' learning. As a result, we wish to provide an image on the importance of how to approach teaching strategies that can influence the degree of understanding and learning of notions taught online and what are their advantages and disadvantages, given that online schooling is a completely different environment from physical school. The novelty of the paper is that it capitalizes on the strategy of learning through cooperation in online instructional and educational activities and adapting effective methods, especially in current conditions, when in today's society there is a strong evolutionary process that requires all social categories to keep up, including education. Online training is difficult to practice in the classroom. In the concrete conditions that our society makes available to the teaching process, teachers are aware of both the obvious virtues of the new approach in student education and the difficulties of its application in the classroom, especially in the online environment. The current context has shown that the digitization of the educational system involves more than adapting to a technological context. Digital pedagogy is not a simple material in pdf format presented on the screen, but a much more complex notion. Thus, we can conclude that online learning technology can play an important role in education, it can influence and generate in the future a new paradigm, as an integral part of the educational system.
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Eisenberg, 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.

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Szymczyk, 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.

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Cheng-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.

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Wu, 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.

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Reports on the topic "Educational interactive technology"

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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.

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The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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Holub, Oleksandr, Mykhailo Moiseienko, and Natalia Moiseienko. Fluid Flow Modelling in Houdini. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4128.

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The modern educational environment in the field of physics and information technology ensures the widespread use of visualization software for successful and deep memorization of material. There are many software for creating graphic objects for presentations and demonstrations, the most popular of which were analyzed. The work is devoted to the visualization of liquids with different viscosity parameters. The article describes the development of a fluid model in the form of a particle stream. The proposed methodology involves using the Houdini application to create interactive models. The developed model can be used in the educational process in the field of information technology.
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Palamar, 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.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Osypova, 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.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Varina, 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.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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Baloch, 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.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Cole, 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.

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Volikova, 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.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Iatsyshyn, 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.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Cole, 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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