A Conceptual Framework Based on Activity Theory for Mobile CSCL

Citation Detail

Title:

A Conceptual Framework Based on Activity Theory for Mobile CSCL

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Author(s):

Zurita, Gustavo; Nussbaum, Miguel

Source:

British Journal of Educational Technology, v38 n2 p211-235 Mar 2007. 25 pp. (Peer Reviewed Journal)

ISSN:

0007-1013

Descriptors:

Teaching Methods, Mathematics Skills, Interpersonal Relationship, Group Activities, Educational Technology, Computers, Telecommunications, Classroom Techniques, Mathematics Instruction, Student Behavior, Elementary Education, Class Activities, Mathematics Achievement, Early Childhood Education, Elementary Secondary Education, Primary Education

Abstract:

There is a need for collaborative group activities that promote student social interaction in the classroom. Handheld computers interconnected by a wireless network allow people who work on a common task to interact face to face while maintaining the mediation afforded by a technology-based system. Wirelessly interconnected handhelds open up new opportunities for introducing collaboration and thereby changing classroom pedagogical practices. We present a conceptual framework and a method for the design of a mobile computer-supported collaborative learning system based on Activity Theory. An instance of the framework for teaching basic mathematics skills was evaluated with 24 6- and 7-year-old children in a month-long study. Positive effects were observed on student social interaction, motivation and learning.

Abstractor:

Author

Number of References:

40

Language:

English

Number of Pages:

25

Publication Type:

Journal Articles; Reports - Descriptive

Availability:

Not available from ERIC
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp

URL:

http://dx.doi.org/10.1111/j.1467-8535.2006.00580.x

Journal Code:

MAR2007

Entry Date:

2007

Accession Number:

EJ753244

Persistent link to this record (Permalink):

Database:

ERIC

Full Text Database:

Education Research Complete

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