Interactive Tabletops in Education
IJCCL Volume 6, Number 4, ISSN 1556-1607
Interactive 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.
Dillenbourg, P. & Evans, M. (2011). Interactive Tabletops in Education. International Journal of Computer-Supported Collaborative Learning, 6(4), 491-514.
Cited ByView References & Citations Map
Elvis Mazzoni & Luca Zanazzi, University of Bologna
Journal of e-Learning and Knowledge Society Vol. 10, No. 3 (Sep 30, 2014)
Frantzeska Kolyda & Vassiliki Bouki, University Of Westminster, United Kingdom
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1674–1682
Daniela McGivern, Michael Morgan & Matthew Butler, Monash University, Australia
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1097–1106
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.