Towards discursive education. Philosophy, technology and modern education.

Autor/in	Erneling, Christina E.
Titel	Towards discursive education. Philosophy, technology and modern education.
Quelle	Cambridge u.a.: Cambridge Univ. Press (2010), 202 S.Verfügbarkeit
Beigaben	Literaturangaben S. [183]-194
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-521-14402-7; 978-0-521-14402-5
Schlagwörter	Soziale Bedingung; Entwicklungspsychologie; Kognitionspsychologie; Kognitive Entwicklung; Kultureinfluss; Soziale Interaktion; Computernutzung; Lernbedingungen; Lernen; Lernprozess; Lerntheorie; Lernvoraussetzungen; Lernkultur; Computerunterstützter Unterricht; Evolutionstheorie; Spracherwerb; Diskurs; Kritik; Theorie; Internet; Piaget, Jean
Abstract	As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, the author conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. The author introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges dominant assumptions about learning in both developmental psychology and cognitive science. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2