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Collaboration via Technology as a Means for Social and Cognitive Development within the K-12 Classroom

Collaboration via Technology as a Means for Social and Cognitive Development within the K-12 Classroom
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Author(s): N. Leigh Boyd (Columbia University, USA)
Copyright: 2017
Pages: 24
Source title: Remote Work and Collaboration: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1918-8.ch019

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Abstract

Collaboration within the K-12 classroom has been shown to benefit students' social and cognitive development. However, the results are not automatic, and there is some disagreement as to how to structure classroom collaboration to benefit students' development. Likewise, though technology seems nearly ubiquitous these days in the classroom, neither technology in general nor mobile technology specifically automatically offers benefits for students. This chapter will examine the research on collaboration and technology in the classroom, including Mercer's (2013) three products of collaboration (appropriation, co-construction, and transformation) and Stevenson and Hedburg's (2013) three interdependent elements of learning (task, environment, and experience). Finally, based on the research, a theoretical framework for understanding how best to set up mobile technology-enabled collaboration in the K-12 classroom is offered, including specific suggestions for curriculum planning.

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