Learning with Computers
Analysing Productive Interactions
Published on 11. September 2002
215 pages
978-1-134-76471-6 (ISBN)
Description
Contrary to the belief that computers isolate users, Karen Littleton and Paul Light demonstrate that learning with computers is often a collaborative and social activity. Learning with Computers brings together a significant body of research that shows how working with others at the computer can be beneficial to learners of all ages, from the early school years to the highest levels of education. It also investigates factors such as gender that explain why some interactions are not as productive as others.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Product notice
Reflowable
File size
7,41 MB
ISBN-13
978-1-134-76471-6 (9781134764716)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
12/1998
Routledge
€94.28
Article exhausted; check different version
Book
12/1998
Routledge
€63.10
Shipment within 15-20 days
Persons
Karen Littleton is a Lecturer in Psychology at The Open University. Her previous publications include Cultural Worlds of Early Childhood (1998), Learning Relationships in the Classroom (1998), Making Sense of Social Development (1998) (all edited with Martin Woodhead and Dorothy Faulkner)., Paul Light is Pro-Vice Chancellor at Bournemouth University. His previous publications include Learning to Think (1991) (edited with Sue Sheldon and Martin Woodhead) and Growing up in a Changing Society (1991) and Becoming a Person (1991) edited with Martin Woodhead and Ronnie Carr.
Content
Chapter 1 Introduction, Paul Light, Karen Littleton; Chapter 2 Task effects on co-operative and collaborative learning with computers, Jean Underwood, Geoffrey Underwood; Chapter 3 Productive interaction in the context of computer-supported collaborative learning in science, Christine Howe, Andrew Tolmie; Chapter 4 Time-based analysis of students studying the Periodic Table, Kim Issroff; Chapter 5 Collaborations in a primary classroom, Eileen Scanlon, Kim Issroff, Patricia Murphy; Chapter 6 Is 'exploratory talk' productive talk?, Neil Mercer, Rupert Wegerif; Chapter 7 Computers in the community of classrooms, Charles Crook; Chapter 8, Daniele Golay Schilter, Jean-Francois Perret, Anne-Nelly Perret-Clermont, Franco de Guglielmo; Chapter 9, Roger Saeljoe; Chapter 10, Paul Light, Vivienne Light; Chapter 11 Productivity through interaction, Karen Littleton;
