Abstract
Since the late nineteen fifties, the cognitive revolution has changed our perception of the learning processes. However, this new “science of the mind” has not had much influence on the way we teach at school. Meanwhile, the digital revolution has invaded our daily lives. In order to improve the teaching-learning process, how could we make the two interact so that the new tools could benefit from what we have learnt from the cognitive revolution? For the teacher, the challenge is to look differently at knowledge which is being constructed, and at pupils who are learning. It is also to reconceptualize her role, which has become more complex: from the teacher-transmitter, she becomes the teacher-mediator. Jerome Bruner’s cultural psychology offers a framework to conceive of a pedagogy for the digital era.
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Notes
- 1.
See also Barth (2001).
- 2.
These situation/examples may take different forms depending on the context: a picture, a document, a video, a model, an analogy, a metaphor, a narrative, an observation, a museum visit, an experiment etc.
- 3.
Sugata Mitra’s Hole in the Wall project (2005) showed that children could teach themselves, and each other, how to use technology. It has has since gone on to become a significant project, referred to as Minimally invasive education (MIE).
- 4.
See also Barth and Gardner (1998).
- 5.
This form of individualized evaluation has been experimented for a period of five years at the Master level, by means of a personalized “processfolio”, which permits to follow the learning process as it unfolds along with the learning activities. See also, Barth (2012).
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Barth, BM. (2015). Bruner’s Ways of Knowing. From the Cognitive Revolution to the Digital Revolution: Challenges for the Schools and Teachers of Today. In: Marsico, G. (eds) Jerome S. Bruner beyond 100. Cultural Psychology of Education, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-25536-1_14
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