Learning with computers : analysing productive interaction / edited by Karen Littleton and Paul Light.

Includes bibliographical references and index.

Print version record.

1. Introduction : getting IT together / Paul Light and Karen Littleton -- 2. Task effects on co-operative and collaborative learning with computers / Jean Underwood and Geoffrey Underwood -- 3. Productive interaction in the context of computer-supported collaborative learning in science / Christine Howe and Andrew Tolmie -- 4. Time-based analysis of students studying the periodic table / Kim Issroff -- 5. Collaborations in a primary classroom : mediating science activities through new technology / Eileen Scanlon, Kim Issroff and Patricia Murphy -- 6. Is 'exploratory talk' productive talk? / Neil Mercer and Rupert Wegerif -- 7. Computers in the community of classrooms / Charles Crook -- 8. Sociocognitive interactions in a computerised industrial task : are they productive for learning? / Danièle Golay Schilter [and others] -- 9. Learning as the use of tools : a sociocultural perspective on the human-technology link / Roger Säljö -- 10. Analysing asynchronous learning interactions : computer-mediated communication in a conventional undergraduate setting / Paul Light and Vivienne Light -- 11. Productivity through interaction : an overview / Karen Littleton.

"Learning with Computers brings together a significant body of research that shows how working with others at the computer can be beneficial to learners of all ages, from the early school years to the highest levels of education. Karen Littleton and Paul Light also investigate factors such as gender that explain why some interactions are not as productive as others. The contributors draw upon a considerable range of theoretical frameworks, encompassing cognitive-developmental psychology, social psychology and contemporary situated learning approaches, focusing throughout on the role of the computer in supporting and mediating learning." "Learning with Computers will be of great interest to students and researchers in psychology, as well as those in the rapidly developing field of learning technology."--Jacket.

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