000			03357 a2200421 4500
020			_a0805842802
020			_a9780805842807
082	0	4	_a370.152 _bCOG
245	0	0	_aCognition, education, and communication technology. _cedited by Peter Gardenfors and Petter Johansson
250			_a1st ed.
260			_aNew Jersey: _bLawrence Erlbaum, _c2005.
300			_a312 p.
500			_aPbk.
520			_aCognition, Education, and Communication Technology presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including: * the role of perceptual processes in learning; * external cognition as support for interactive learning; * the role of meta-cognition; * simulation learning environments as cognitive tools; * the role of science controversy for knowledge integration; * the use of ICT in the development of educators; and * the role of narratives in education. ICT has great potential for revolutionizing education. Large investments of resources are being made, often without a strong understanding of how ICT will or should be implemented. The expectation is that students will show immediate improvements in terms of their motivation to learn and their learning achievements, but reality is different. Progress of ICT in education requires more than just computers in the classroom. It demands an understanding of the complex processes contributing to human learning and how they interact with new technologies. This text provides theoretical perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT. The combination of results--from cognitive science and pedagogy, with more practically oriented suggestions for how ICT can be used in various forms of education--makes this book suitable for researchers and students in the cognitive and educational sciences, as well as for practitioners and planners of education.
546			_aEng
650		4	_aCognition & cognitive psychology. _9158492
650		4	_aComputer-aided learning (CAL) _923773
650		4	_aEducational resources & technology. _922555
650		4	_aCognitive learning. _97710
650		4	_aEducational Technology. _9252506
650		4	_aPsychology. _9252507
650		4	_aEducation / Teaching. _9252508
650		4	_aEducation / Computers & Technology. _945576
650		4	_aEducation / Educational Psychology. _929267
650		4	_aEducational Psychology. _9252509
650		4	_aPsychology / Cognitive Psychology. _9252510
650		4	_aCognitive Psychology. _9252511
650		4	_aComputers & Technology. _9252512
650		4	_aCognitive learning. _97710
650		4	_aEducation. _9252513
650		4	_aEffect of technological innova. _9158549
650		4	_aEffect of technological innovations on. _9252514
650		4	_aInformation technology. _9252515
650		4	_aEducation & Teaching. _9252516
700	1		_aGrdenfors, Peter. (ed) _9158553
700	1		_aJohansson, Petter. (ed) _9158554
942			_cBK
999			_c34055 _d34055