Computers and the Collaborative Experience of Learning
Computers and the Collaborative Experience of Learning
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计算机和协作学习体验
DOI：
10.4324/9781315122519
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
C. Crook
中科院分区：
文献类型：
--
作者：
C. Crook
到目前为止，计算机在教育实践中的应用几乎没有得到心理学理论的投入。这篇文章定位于当代社会文化理论运动中的主题，借鉴了维果茨基等人的著作。它采取了一种非常规的立场，考虑新技术如何增强而不是破坏学习和教学的社会体验，并让教师在课堂上取得更多成就。作者认为，计算机可以为有效的合作提供条件，并增强教育的社会维度。由于其理论和实践的结合，从小学到大学，这项研究应该会引起教育心理学家以及研究群体过程、认知和发展的心理学家的兴趣。它还面向高级本科生和见习教师。
Until now, the application of computers to educational practice has received little input from psychological theory. This text locates the topic within the contemporary movement of socio-cultural theory, drawing on the writing of Vygotsky and others. It takes an unconventional stance in considering how new technology can enhance rather than undermine the social experience of learning and instruction, and allow teachers to achieve more in the classroom. The author argues that computers can provide the conditions for effective collaboration and enhance the social dimension of education. With its blend of theory and practice, from the primary school to university settings, this study should be of interest to educational psychologists, as well as psychologists studying group processes, cognition and development. It is also aimed at advanced undergraduates and trainee teachers.