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108<br />

ICT IN SCHOOLS<br />

A HANDBOOK FOR TEACHERS<br />

The time has come for <strong>schools</strong> to <strong>in</strong>corporate a wider array of mental<br />

processes <strong>and</strong> activities <strong>in</strong>to the learn<strong>in</strong>g process. Whereas traditional classes<br />

have been dom<strong>in</strong>ated by the spoken <strong>and</strong> pr<strong>in</strong>ted word, the new classroom should<br />

practise a multisensory enhanced learn<strong>in</strong>g. Indeed, as long ago as 1920,<br />

Vygotsky’s work (see Vygotsky, 1978) showed that a child’s cognition <strong>and</strong> th<strong>in</strong>k<strong>in</strong>g,<br />

to a great extent, relied upon the manipulation of material objects used as<br />

tools as well as societal surround<strong>in</strong>g.<br />

Intelligence is always an <strong>in</strong>teraction between biological proclivities <strong>and</strong><br />

opportunities for learn<strong>in</strong>g <strong>in</strong> a particular cultural context. Vygotsky <strong>and</strong> Papert<br />

would agree wholeheartedly with Gardner; <strong>and</strong> Papert would especially emphasize<br />

the role of immediate surround<strong>in</strong>gs, allow<strong>in</strong>g <strong>and</strong> prompt<strong>in</strong>g the child to<br />

<strong>in</strong>vestigate <strong>and</strong> consciously transform<strong>in</strong>g purposely its material, energetic <strong>and</strong><br />

<strong>in</strong>formational aspects <strong>and</strong> components.

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