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New Literacy, Collaboration, and Technology

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Learning and Teaching with Technology in the Knowledge Society

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

Today, based on social constructivist view on learning, it is believed that collaborative learning has the potential to increase the quality of learning and teaching discourse, provide alternative explanation, generate multiple solutions to problems, and allow for the inclusion of many different kinds of skills. This chapter will introduce a case study on computer-supported collaborated learning in a Japanese university setting. Based on tested results, the chapter will recommend how new literacy practices can be integrated into the classroom to develop students’ collaborative and computer skills, along with the knowledge of literacies.

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  1. Tokyo University of Technology, Tokyo, Japan

    Mizuho Iinuma

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  1. Mizuho Iinuma
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Correspondence to Mizuho Iinuma .

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Iinuma, M. (2016). New Literacy, Collaboration, and Technology. In: Learning and Teaching with Technology in the Knowledge Society. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0144-4_3

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  • DOI: https://doi.org/10.1007/978-981-10-0144-4_3

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0142-0

  • Online ISBN: 978-981-10-0144-4

  • eBook Packages: EducationEducation (R0)

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