Computers and the Collaborative Experience of Learning (1994)

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Computers and the Collaborative Experience of Learning (1994) by Charles Crook, Taylor and Francis
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Author: Charles Crook ISBN: 9781351346795
Publisher: Taylor and Francis Publication: February 6, 2018
Imprint: Routledge Language: English
Author: Charles Crook
ISBN: 9781351346795
Publisher: Taylor and Francis
Publication: February 6, 2018
Imprint: Routledge
Language: English

Originally published in 1994.

Until this book was published, the application of computers to educational practice has received little input from psychological theory. Computers and the Collaborative Experience of Learning locates this topic within the contemporary movement of socio-cultural theory, drawing on the writing of Vygotsky and others. Charles Crook reviews psychological approaches to cognition and learning, in so far as they implicitly direct strategy in respect of computer-based learning. He also takes a novel stance in considering how new technology can enhance rather than undermine the social experience of learning and instruction, and can allow teachers to achieve more in the classroom. He argues that computers can provide the conditions for effective collaboration and enhance the social dimension of education.

With its unique blend of theory and practice, from the primary school to university settings, Computers and the Collaborative Experience of Learning will be of interest to educational psychologists, as well as psychologists studying group processes, cognition and development.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Originally published in 1994.

Until this book was published, the application of computers to educational practice has received little input from psychological theory. Computers and the Collaborative Experience of Learning locates this topic within the contemporary movement of socio-cultural theory, drawing on the writing of Vygotsky and others. Charles Crook reviews psychological approaches to cognition and learning, in so far as they implicitly direct strategy in respect of computer-based learning. He also takes a novel stance in considering how new technology can enhance rather than undermine the social experience of learning and instruction, and can allow teachers to achieve more in the classroom. He argues that computers can provide the conditions for effective collaboration and enhance the social dimension of education.

With its unique blend of theory and practice, from the primary school to university settings, Computers and the Collaborative Experience of Learning will be of interest to educational psychologists, as well as psychologists studying group processes, cognition and development.

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