Towards discursive education: philosophy, technology and modern education
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 s...
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| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2010
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| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (202 pages) |
| ISBN: | 9780511761799 |
| DOI: | 10.1017/CBO9780511761799 |
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| 520 | |a 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 | ||
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Datensatz im Suchindex
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| author | Erneling, Christina E. 1951- |
| author_facet | Erneling, Christina E. 1951- |
| author_role | aut |
| author_sort | Erneling, Christina E. 1951- |
| author_variant | c e e ce cee |
| building | Verbundindex |
| bvnumber | BV043924684 |
| classification_rvk | DP 1960 DP 2580 DP 2600 |
| collection | ZDB-20-CBO |
| contents | Introduction -- The infantilisation of learning -- Educational technologies and pedagogy -- Piaget and natural learning -- Piaget's conception of the framework : from instincts to intentionality -- The infant as scientist -- The socio-cultural approach to learning -- Towards discursive education |
| ctrlnum | (ZDB-20-CBO)CR9780511761799 (OCoLC)844907125 (DE-599)BVBBV043924684 |
| dewey-full | 370.15/23 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/23 |
| dewey-search | 370.15/23 |
| dewey-sort | 3370.15 223 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| doi_str_mv | 10.1017/CBO9780511761799 |
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| indexdate | 2024-07-10T07:38:44Z |
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| isbn | 9780511761799 |
| language | English |
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| spelling | Erneling, Christina E. 1951- Verfasser aut Towards discursive education philosophy, technology and modern education Christina E. Erneling Cambridge Cambridge University Press 2010 1 online resource (202 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) Introduction -- The infantilisation of learning -- Educational technologies and pedagogy -- Piaget and natural learning -- Piaget's conception of the framework : from instincts to intentionality -- The infant as scientist -- The socio-cultural approach to learning -- Towards discursive education 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 Erziehung Educational technology Education / Effect of technological innovations on Internet in education Critical pedagogy Internet (DE-588)4308416-3 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Neue Medien (DE-588)4196910-8 gnd rswk-swf Pädagogik (DE-588)4044302-4 s Neue Medien (DE-588)4196910-8 s 1\p DE-604 Internet (DE-588)4308416-3 s 2\p DE-604 Erscheint auch als Druckausgabe 978-0-521-14402-5 Erscheint auch als Druckausgabe 978-0-521-19474-7 https://doi.org/10.1017/CBO9780511761799 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Erneling, Christina E. 1951- Towards discursive education philosophy, technology and modern education Introduction -- The infantilisation of learning -- Educational technologies and pedagogy -- Piaget and natural learning -- Piaget's conception of the framework : from instincts to intentionality -- The infant as scientist -- The socio-cultural approach to learning -- Towards discursive education Erziehung Educational technology Education / Effect of technological innovations on Internet in education Critical pedagogy Internet (DE-588)4308416-3 gnd Pädagogik (DE-588)4044302-4 gnd Neue Medien (DE-588)4196910-8 gnd |
| subject_GND | (DE-588)4308416-3 (DE-588)4044302-4 (DE-588)4196910-8 |
| title | Towards discursive education philosophy, technology and modern education |
| title_auth | Towards discursive education philosophy, technology and modern education |
| title_exact_search | Towards discursive education philosophy, technology and modern education |
| title_full | Towards discursive education philosophy, technology and modern education Christina E. Erneling |
| title_fullStr | Towards discursive education philosophy, technology and modern education Christina E. Erneling |
| title_full_unstemmed | Towards discursive education philosophy, technology and modern education Christina E. Erneling |
| title_short | Towards discursive education |
| title_sort | towards discursive education philosophy technology and modern education |
| title_sub | philosophy, technology and modern education |
| topic | Erziehung Educational technology Education / Effect of technological innovations on Internet in education Critical pedagogy Internet (DE-588)4308416-3 gnd Pädagogik (DE-588)4044302-4 gnd Neue Medien (DE-588)4196910-8 gnd |
| topic_facet | Erziehung Educational technology Education / Effect of technological innovations on Internet in education Critical pedagogy Internet Pädagogik Neue Medien |
| url | https://doi.org/10.1017/CBO9780511761799 |
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