By John Tiffin, Nobuyoshi Terashima, Lalita Rajasingham (auth.), Manuel Ortega, José Bravo (eds.)
This cutting-edge quantity features a number of papers at the most modern study within the box of pcs in schooling. the themes lined diversity from human-computer interplay utilized to schooling to instructor education in communique and data applied sciences.
This booklet is aimed toward academics, teachers, researchers, complicated scholars and alertness designers on desktops in schooling.
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Extra info for Computers and Education: Towards an Interconnected Society
Lawrence Erlbaum Associates. , Calvert, T. & Groeneber, C. (1997). Virtual-U: a Web-Based System to Support Collaborative Learning. In B. H. ) Web-Based Instruction. Educational Technology Publications. 24. Wilson, B. & Lowry, M. (2000). Constructivist Learning on the Web. 2000). Lévy, P. (1994). A Inteligência Colectiva. Para uma Antropologia do Ciberespaço. Lisboa: Instituto Piaget. Lévy, P. (1997). Cyberculture, Rapport au Conseil de l'Europe. Paris; Éditions Odile Jacob/Éditions du Conseil de l'Europe.
The learning perspective based on the information processing metaphor focuses on the knowledge structure and on the structure of cognitive processes, to receive the information and to proceed to its integration in the existing structures, modifying them in order to accommodate the new information. However, and according to this view, the learning thus accomplished frequently results in knowledge isolated from the remaining representations in the mind. This type of knowledge is often referred as inert knowledge, generally not used out of the initial acquisition context [17, 18, 1].
The project of ARI-LAB is based, on the one hand, on research on hypermedia and communication systems and on the design and implementation of visual microworlds; on the other hand it takes into 20 Rosa Maria Bottino account the research in mathematics education with particular reference to studies on applied problem solving, on the role of visual representations in learning processes and on interactive learning. The development of the ARI-LAB project has been an iterative process based on the wide experiments of the system we have performed on the long term in real classroom settings.