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Computer support for knowledge-building communities (1994)
| Venue: | The Journal of the Learning Sciences |
| Citations: | 592 - 4 self |
BibTeX
@ARTICLE{Scardamalia94computersupport,
author = {Marlene Scardamalia and Carl Bereiter},
title = {Computer support for knowledge-building communities},
journal = {The Journal of the Learning Sciences},
year = {1994},
pages = {265--283}
}
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Abstract
Nobody wants to use technology to recreate education as it is, yet there is not much to distinguish what goes on in most computer-supported classrooms versus traditional classrooms. Kay (1991) has suggested that the phenomenon of reframing innovations to recreate the familiar is itself commonplace. Thus, one sees all manner of powerful technology (Hypercard, CD-ROM, Lego Logo, and so forth) used to conduct shopworn school activities: copying material from one resource into another (e.g., using Hypercard to assemble sound and visual bites produced by others), and following step-by-step procedures (e.g., creating Lego Logo machines by following steps in a manual). With new technologies, student-generated collages and reproductions appear more inventive and sophisticated-with impressive displays of sound, video, and typography-but from a cognitive perspective, it is not clear what, if any, knowledge content has been processed by the students. In this chapter we offer a suggestion for how to escape the pattern of reinventing the familiar with educational technology. Knowledge-building discourse is at the heart of the superior education that we have in mind. We argue that the classroom needs to foster
Keyphrases
computer support knowledge-building community shopworn school activity sophisticated-with impressive display knowledge content student-generated collage cognitive perspective powerful technology traditional classroom lego logo superior education visual bite lego logo machine knowledge-building discourse new technology educational technology computer-supported classroom step-by-step procedure
