000			02127nam a22003498a 4500
001			CR9780511761799
003			UkCbUP
005			20180107143412.0
006			m|||||o||d||||||||
007			cr||||||||||||
008			100506s2010||||enk s ||1 0|eng|d
020			_a9780511761799 (ebook)
020			_z9780521194747 (hardback)
020			_z9780521144025 (paperback)
040			_aUkCbUP _cUkCbUP _erda
050	0	0	_aLB1028.3 _b.E76 2010
082	0	0	_a370.15/23 _222
100	1		_aErneling, Christina E., _eauthor.
245	1	0	_aTowards Discursive Education : _bPhilosophy, Technology, and Modern Education / [electronic resource] _cChristina E. Erneling.
264		1	_aCambridge : _bCambridge University Press, _c2010.
300			_a1 online resource (210 pages) : _bdigital, PDF file(s).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aTitle from publisher's bibliographic system (viewed on 09 Oct 2015).
520			_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.
650		0	_aEducational technology
650		0	_aInternet in education
650		0	_aCritical pedagogy
776	0	8	_iPrint version: _z9780521194747
856	4	0	_uhttp://dx.doi.org/10.1017/CBO9780511761799 _zCambridge Books Online
999			_c236485 _d236485