Library Logo
Normal view MARC view ISBD view

Towards Discursive Education : Philosophy, Technology, and Modern Education / [electronic resource]

by Erneling, Christina E [author.].
Material type: materialTypeLabelBookPublisher: Cambridge : Cambridge University Press, 2010.Description: 1 online resource (210 pages) : digital, PDF file(s).ISBN: 9780511761799 (ebook).Subject(s): Educational technology | Internet in education | Critical pedagogyOnline resources: Cambridge Books Online Summary: 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, Christina E. Erneling 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. Erneling 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.
Tags from this library: No tags from this library for this title. Add tag(s)
Log in to add tags.
    average rating: 0.0 (0 votes)
No physical items for this record

Title from publisher's bibliographic system (viewed on 09 Oct 2015).

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, Christina E. Erneling 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. Erneling 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.

There are no comments for this item.

Log in to your account to post a comment.
Last Updated on September 15, 2019
© Dhaka University Library. All Rights Reserved|Staff Login