Digital video tools in the classroom: empirical studies on constructivist learning with audio-visual media in the domain of history
Pages 620 - 627
Abstract
This paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive learning processes in the domain of history. We present both quantitative and qualitative data. We also present initial evidence for the role of complementary support by explicit instructional guidance. Results are discussed with regard to practical implications.
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Published In
June 2010
1190 pages
- Conference Chairs:
- Susan Goldman,
- James Pellegrino,
- Editors:
- Kimberly Gomez,
- Leilah Lyons,
- Joshua Radinsky
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International Society of the Learning Sciences
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Published: 29 June 2010
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