This paper provides a re-conceptualisation for interactivity around interactive whiteboards. Literature suggests two dimensions of interactivity in a learning situation - technical interactivity and pedagogical interactivity. From Cultural Historical Activity Theory perspectives, interactivity in learning situations increasingly depends on the goal of the activity and the participants’ sociocultural and sociohistorical practices in which they live and learn. in this paper ‘interactivity’ is reconceptualised by considering sociocultural and sociohistorical factors of the participants, classroom community and tools (IWBs) - which is not done previously in research on technology in education, especially IWBs.
|Publication status||Published - 8 Apr 2016|