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  • 1
    Online Resource
    Online Resource
    Cambridge :Cambridge University Press,
    UID:
    almahu_9947414664602882
    Format: 1 online resource (202 pages) : , digital, PDF file(s).
    ISBN: 9780511761799 (ebook)
    Content: 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.
    Note: 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.
    Additional Edition: Print version: ISBN 9780521194747
    Language: English
    Subjects: Education
    RVK:
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    Book
    Book
    Cambridge [u.a.] :Cambridge University Press,
    UID:
    almahu_BV036619474
    Format: 202 S.
    Edition: 1. publ.
    ISBN: 978-0-521-19474-7 , 0-521-14402-7
    Language: English
    Subjects: Education
    RVK:
    RVK:
    RVK:
    Keywords: Pädagogik ; Internet ; Pädagogik ; Neue Medien
    Library Location Call Number Volume/Issue/Year Availability
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  • 3
    Online Resource
    Online Resource
    New York :Cambridge University Press,
    UID:
    almafu_9959240781702883
    Format: 1 online resource (202 pages) : , digital, PDF file(s).
    Edition: 1st ed.
    ISBN: 0-511-85058-1 , 1-107-20483-6 , 1-282-77142-6 , 9786612771422 , 0-511-76179-1 , 0-511-90119-4 , 0-511-90198-4 , 0-511-79883-0 , 0-511-79743-5 , 0-511-90040-6
    Content: 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.
    Note: 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. , English
    Additional Edition: ISBN 0-521-14402-7
    Additional Edition: ISBN 0-521-19474-1
    Language: English
    Subjects: Education
    RVK:
    RVK:
    RVK:
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
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