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ERIC Number: ED527149
Record Type: Non-Journal
Publication Date: 2010-Nov
Pages: 210
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-5211-9474-7
ISSN: N/A
Towards Discursive Education: Philosophy, Technology, and Modern Education
Erneling, Christina E.
Cambridge University Press
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 journals 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 domineering assumptions on learning in both developmental psychology and cognitive science.
Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org
Publication Type: Books; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A