02096nam a22003378a 4500001001600000003000700016005001700023006001900040007001500059008004100074020002600115020002900141020003000170040002400200050002500224082001800249100003700267245012900304264005200433300005900485336002600544337002600570338003600596500007300632520087200705650002701577650002601604650002201630776003501652856007101687CR9780511761799UkCbUP20180107143412.0m|||||o||d||||||||cr||||||||||||100506s2010||||enk     s     ||1 0|eng|d  a9780511761799 (ebook)  z9780521194747 (hardback)  z9780521144025 (paperback)  aUkCbUPcUkCbUPerda00aLB1028.3 b.E76 201000a370.15/232221 aErneling, Christina E.,eauthor.10aTowards Discursive Education :bPhilosophy, Technology, and Modern Education / [electronic resource]cChristina E. Erneling. 1aCambridge :bCambridge University Press,c2010.  a1 online resource (210 pages) :bdigital, PDF file(s).  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  aTitle from publisher's bibliographic system (viewed on 09 Oct 2015).  aAs 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. 0aEducational technology 0aInternet in education 0aCritical pedagogy08iPrint version: z978052119474740uhttp://dx.doi.org/10.1017/CBO9780511761799zCambridge Books Online