Information and communication technologies in schools: a ...
Information and communication technologies in schools: a ...
Information and communication technologies in schools: a ...
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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.