Download PDF by Peter Grdenfors, Petter Johansson: Cognition, Education, and Communication Technology

By Peter Grdenfors, Petter Johansson

ISBN-10: 0805842799

ISBN-13: 9780805842791

ISBN-10: 1410612899

ISBN-13: 9781410612892

Cognition, schooling, and conversation know-how offers a number of the fresh theoretical advancements within the cognitive and academic sciences and implications for using details and conversation know-how (ICT) within the association of college and collage schooling. the world over popular researchers current theoretical views with proposals for and reviews of academic practices. each one bankruptcy discusses various features of using ICT in schooling, including:*the position of perceptual procedures in learning;*external cognition as help for interactive learning;*the position of meta-cognition;*simulation studying environments as cognitive tools;*the function of technological know-how controversy for wisdom integration;*the use of ICT within the improvement of educators; and*the function of narratives in education.ICT has nice power for revolutionizing schooling. huge investments of assets are being made, frequently with out a robust figuring out of ways ICT will or might be carried out. the expectancy is that scholars will convey quick advancements when it comes to their motivation to benefit and their studying achievements, yet fact is various. growth of ICT in schooling calls for greater than simply desktops within the school room. It calls for an figuring out of the complicated procedures contributing to human studying and the way they have interaction with new applied sciences. this article presents theoretical views at the studying approaches that may be used as a starting place for developing pedagogically invaluable instruments according to ICT.The blend of results--from cognitive technology and pedagogy, with extra virtually orientated feedback for a way ICT can be utilized in a number of types of education--makes this ebook appropriate for researchers and scholars within the cognitive and academic sciences, in addition to for practitioners and planners of schooling.

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1993). Situated action: A symbolic interpretation. Cognitive Science, 17, 7-48. von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London: Falmer. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. ), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe. (Original work published 1960) Wartotsky, M. W. (1983). From genetic epistemology to historical epistemology: Kant, Marx, and Piaget. In. L. S. ) Piaget and the foundations of knowledge (pp.

Johnson-Laird, P. N. (1988). The computer and the mind: An introduction to cognitive science. Cambridge, MA: Harvard University Press. Jonassen, D. , & Land, S. L. (2000). Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates. 20 JOHANSSON AND GARDENFORS Kirsh, D. (1991). Today the earwig, tomorrow man? Artificial Intelligence, 47, 161-184. , & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513-549. Lave, J. (1988).

A common explanation for the effectiveness of scaffolding is that it permits the learner to complete the activity, and over time, the learner internalizes the context and practices of the scaffold. The cognitive mechanisms responsible for internalization are themselves often treated as black boxes, which seems acceptable for the level at which these theories operate. Scaffolding can take many forms. In one form, learners complete an authentic activity with additional physical support. Training wheels is a canonical example.

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Cognition, Education, and Communication Technology by Peter Grdenfors, Petter Johansson

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