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This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors well known for their contributions to research on technology learning environments. Two themes are central: the use of technology as a scaffold for learning, and the use of technology to promote argumentation and reasoning. Collaboration among peers is a key element in both of these strands. These foci highlight, respectively, a key element in the design of technology-based learning environments and a key outcome that can result from online instruction/learning. As a whole, the volume addresses some of the core issues in using technology to support collaborative learning, reasoning, and argumentation.
The contribution of this volume to the literature on peer learning
is its focus on approaches that reflect a common concern with
cognitive processes based in developmental, information processing,
or more generally, constructivist perspectives on peer learning.
Although the clear importance of the social context of peer
learning is not ignored, the volume's emphasis is on the cognitive
growth that occurs within the learning environment.
This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors well known for their contributions to research on technology learning environments. Two themes are central: the use of technology as a scaffold for learning, and the use of technology to promote argumentation and reasoning. Collaboration among peers is a key element in both of these strands. These foci highlight, respectively, a key element in the design of technology-based learning environments and a key outcome that can result from online instruction/learning. As a whole, the volume addresses some of the core issues in using technology to support collaborative learning, reasoning, and argumentation.
The contribution of this volume to the literature on peer learning
is its focus on approaches that reflect a common concern with
cognitive processes based in developmental, information processing,
or more generally, constructivist perspectives on peer learning.
Although the clear importance of the social context of peer
learning is not ignored, the volume's emphasis is on the cognitive
growth that occurs within the learning environment.
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