Interactivity in the classroom and its impact on learning
ARTICLE
Gary Beauchamp, Steve Kennewell
Computers & Education Volume 54, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
The term ‘interactive’ appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education. As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of ‘interactive teaching’ and ‘interactive technology’.Previous reviews of the literature concerning interactive teaching have revealed a variety of ideas which are considered to be involved, with a number of common elements suggesting a scale of interactivity ranging from ‘authoritative’ to ‘dialogic’. There was a consistent suggestion in the literature that shifting the balance of interaction in classrooms towards the dialogic end of the scale would bring improvements to the learning process and consequently to attainment outcomes.However, current analysis focuses on whole-class teaching, which is only one mode of class organisation. This paper explores the literature on interactivity in group and individual work with ICT, and characterises categories of interactivity for these forms of activity organisation. A framework is presented which relates these categories to those previously devised and to the ways in which teachers and learners orchestrate the features of their classroom environment and interact with ICT to support action towards learning goals. The paper argues that a shift towards a greater role for learners in orchestrating resources in the classroom will be valuable and concludes that there is potential for ICT to support more dialogic and synergistic approaches in group and individual activity than is seen at present. It also identifies the potential for using the framework in future research concerning the effects of technological developments on learning in classroom settings.
Citation
Beauchamp, G. & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766. Elsevier Ltd. Retrieved April 17, 2021 from https://www.learntechlib.org/p/67148/.
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Keywords
- Class Organization
- classification
- Classroom Environment
- Classroom Techniques
- Computer Uses in Education
- Cooperative/collaborative learning
- Educational Objectives
- Educational Research
- educational technology
- Foreign Countries
- Group Activities
- improving classroom teaching
- Instructional Effectiveness
- interaction
- Interactive Learning Environments
- Learner Controlled Instruction
- pedagogical issues
- Teacher Role
- teaching methods
- Teaching/Learning Strategies
- technology integration
Cited By
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Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not
Artemis Kyriakou & Steve Higgins
Preschool and Primary Education Vol. 4, No. 2 (Nov 17, 2016) pp. 254–275
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Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity
Li-Ying Liu & Meng-Tzu Cheng
Turkish Online Journal of Educational Technology Vol. 14, No. 2 (April 2015) pp. 110–115
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Determinants of Internet use for interactive learning: an exploratory study
Jonatan Castao-Muoz, Josep Duart & Sancho-Vinuesa Teresa, Universitat Oberta de Catalunya (UOC)
Journal of New Approaches in Educational Research (NAER Journal) Vol. 4, No. 1 (Jan 15, 2015) pp. 24–31
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Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study
Sandra de Koster, VU University Amsterdam; Monique Volman & Els Kuiper, University of Amsterdam
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
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Developing teachers’ interactive competence with the support of video recalled interviews: a training method in the making – Some initial results and lessons learned
Maria Spante & Pia Svanberg, University West, Sweden
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4886–4893
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