For the last decades, educational institutions have been bombarded by technological innovations as well as demands by so-called Net-Generation. On one hand, technological innovations provided new educational tools such as dynamic and interactive learning environments, web 2.0 tools, and web 3.0 tools. On the other hand, new generation born into technological era demonstrate reluctance on the traditional educational content, methods, and environments. With their evolved learning skills, these learners seek, consciously or unconsciously, for more dynamic and interactive learning environments to get a chance of learning by exploring and actively participating, regardless of the content to be learned.

This unavoidable demand from Net Generation moves beyond the current implementations of educational technology such as distance learning practices or supporting traditional learning settings with technology. Rather, this strong demand challenges us to re-assess our understanding of educational practices and to learn more about new perspectives such as dynamic learning, explorative learning, and active learning in addition to visual learning associated with multiple representational systems. Moreover, the development and diverse interpretation of various representational systems extend limit even further. For example, scholars in mathematics education compare representational subsystems of classical systems.