An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes

Situated design for creative, reflective, collaborative, technology-mediated learning

“…While we seek also to encourage creativity and foster engagement through such performance, our actors have the advantage of pausing to reflect on new information and explicitly seek clarification of their understanding, and where necessary, refine their stories, performance and strategies for capturing these. However, practical restrictions in traditional learning environments do still exist [4,8] -time and access to other (information) resources mean that learners will have to reflect in-action [26] -think on their feet and incorporate a degree of improvisation or on-the-fly decision-making, in order to realise and adapt, where necessary, their (initial) story ideas.…”

An Exploratory Study of Integrating Interactive Technology into the Marketing Curriculum

“…Com puters and inter ac tive tech nol ogy must be used as an inte grat ing medium in the class room to facil i tate instructional inter ac tion and the col lab o ra tive learn ing pro cess (Norman 1990(Norman , 1994. Such inte gra tion has been noted with pos itive results by Escalada and Zollman (1997) and Weldon (1994) in the study of sci ence. With most mar ket ing pro grams plac ing greater empha sis on global and diver sity issues, as well as on mar ket ing eth ics and social respon si bil ity, informa tion and tech nol ogy will affect both the con tent and delivery of mar ket ing cur ric u lum (Ferrell 1995).…”

Classroom Use of Multimedia-Supported Predict?Observe?Explain Tasks in a Social Constructivist Learning Environment

“…The demonstrations mostly presented real-world contexts to the students, although a few featured laboratory equipment that would be difficult or time consuming to set up. Such real-life scenarios make science more relevant to the students' lives (Duit & Confrey, 1996;Jonassen & Reeves, 1996), and help students build links between their prior experiences and abstract models and principles (Escalada & Zollman, 1997). Table 1 reports a description of sample tasks.…”