02127nam a22003498a 4500 CR9780511761799 UkCbUP 20180107143412.0 m|||||o||d|||||||| cr|||||||||||| 100506s2010||||enk s ||1 0|eng|d 9780511761799 (ebook) 9780521194747 (hardback) 9780521144025 (paperback) UkCbUP UkCbUP rda LB1028.3 .E76 2010 370.15/23 22 Erneling, Christina E., author. Towards Discursive Education : Philosophy, Technology, and Modern Education / [electronic resource] Christina E. Erneling. Cambridge : Cambridge University Press, 2010. 1 online resource (210 pages) : digital, PDF file(s). text txt rdacontent computer c rdamedia online resource cr rdacarrier Title from publisher's bibliographic system (viewed on 09 Oct 2015). 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. Educational technology Internet in education Critical pedagogy Print version: 9780521194747 http://dx.doi.org/10.1017/CBO9780511761799 Cambridge Books Online 236485 236485