Vygotsky and the Zone of Proximal Development

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Author(s): Susan Gebhard (University of North Carolina at Pembroke, USA)
Copyright: 2008
Pages: 3
Source title: Encyclopedia of Information Technology Curriculum Integration
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-59904-881-9.ch148

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Thinkers throughout history have surmised that humans exist most fully in communion with others. Learners mimic or model, read or reflect, and listen or lecture within a social context; therefore educational experiences,traditional or technology based,ought not to discount the interplay between shared experience, individual’s attitudes, and relational understandings. The theories of learning that emphasize this kind of interpersonal interaction, the necessity of collaboration and collegiality, a reliance on social reference points, and intentional modeling have had various nomenclatures (Rogoff & Lave, 1984). Vygotsky’s (1978) seminal work is commonly referred to as “social cognition” or “social constructivism.”

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