Abstract
New, dynamic, virtual learning environments are presenting opportunities for more diverse types of learning and cognitive social activity than have been previously available in formal educational settings. Some consequences of our understanding of how learning occurs include newly recognised forms of learning, how these can be nurtured, and how this new knowledge can be applied to the design of virtual social contexts that encourage new approaches to learning and thinking. Also, settings in which ICT are used can be designed in new ways to take advantage of the knowledge that cognition is plastic, active and socially embedded. In this paper, four related investigations are presented which are based on systemic, socio-cultural approaches to the understanding of learning in ICT contexts. Our research indicates, however, that there is also a need for changes in institutional practice if these new approaches are to be actualised.
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Gibbons, P., Crawford, K., Crichton, S., Fitzgerald, R. (2000). Cognitive development in ICT contexts. In: Watson, D.M., Downes, T. (eds) Communications and Networking in Education. IFIP — The International Federation for Information Processing, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35499-6_20
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DOI: https://doi.org/10.1007/978-0-387-35499-6_20
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