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Autor/inn/enDillenbourg, Pierre; Evans, Michael
TitelInteractive Tabletops in Education
QuelleIn: International Journal of Computer-Supported Collaborative Learning, 6 (2011) 4, S.491-514 (24 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1556-1607
DOI10.1007/s11412-011-9127-7
SchlagwörterConstructivism (Learning); Learning Processes; Interaction; Classroom Environment; Teamwork; Sociocultural Patterns; Classroom Design; Furniture; Cooperative Learning; Computer System Design; Instructional Design; Computer Uses in Education; Educational Technology
AbstractInteractive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the details. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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