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Research Literature and Interactive Technology

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Research Literature and Interactive Technology

There have been various researches investigating the incorporation of interactive technology in pedagogical and learning environments. Amongst the most prevalent interactive technologies are interactive whiteboard commonly dubbed IWB and tablets (“NMC,” n.d.). The IWB is a modern tool which offers intriguing affordances within class environs including several visualizations, multimedia demonstrations, and capability for movement and simulation. Several K-12 and higher learning institutions in the UK and the US, as well as other countries across the globe, have taken into consideration investments in IWB (De Vita et al., 2014). There are many trends, challenges, and developments with regards to interactive technology that have been researched with the aim of impacting pedagogical, learning and imaginative curiosity. This paper aims at discussing how research literature currently deals with interactive technology.

Research literature on interactive models has concerned itself with matters surrounding structuring of schools for promotion learning processes, recognition of learners as creators, development of well-rounded curricula, incorporation of technology into other models, measuring learners to understand their needs, necessitation of virtual realities and make space, recognition of irreplaceability of teaching but evolution of the same, and prioritization of computational skills in curricula in the new approaches (De Vita et al., 2014). In our mathematical classes, we have developed mathematical concepts which have improved our mathematical knowledge and comprehension since it has enhanced the quality of our interaction with our teacher. Coupled up with the size of display opposed to the blackboards, which the whole class can view clearly, IWB has increased class participation in the learning process, and subsequently eased the effort teachers put in teaching. It has also made learning more interesting since the animated simulations are captivating.

There are a number of contextual factors which are concerned with how IWBs and other interactive technologies are used have been found which include the cultural context of the school, the way teachers are trained, time for material preparation and practice, aplomb of the teachers, and requisite technical support in process of learning which use IWBs (Verenikina et al, 2010). There are also other concepts involved like the setup of the classes and quality of the IWB materials. Different schools act on these contextual factors differently even though they have been viewed to affect adversely the use of IWB, and most of them are not quantified in most cases (DiGregorio & Sobel-Lojeski, 2010). These factors also interconnect. IWBs and other interactive technologies have had diverse effects on perception of learning by students as they have positively responded, the attitude of the students in terms of motivation, concentration and behavior has been enhanced. Pedagogical and learning processes have been enhanced by the increased level of interaction.

In the implementation of interactive teaching, it is necessary that teachers are impacted with knowledge requisite for utilization of IWB in teaching different methods of learning in cognitive concepts and the integration of social traits of the sentimental domain. Those using the interactive technology should endeavor to attain enhanced interactivity teaching phase and perceive IWB as mediating factor. For effective and efficient integration of interactive technology, teachers should be allowed to use projectors and computers like in most of our classes and use IWB coupled with interactivity. Policy makers in countries which have embraced interactive technology have developed guidelines that place prominence on computational thinking at the fore of educational agendas. Students are exhorted in k-12 programs to extend their intuition and be apt in solving complex problems (“NMC,” n.d.). These concepts are still subject to further research in our schools and other institutions.