Volume 6, issue 4, December 2011

8 articles in this issue

Collaborating around the tabletop

Authors
- Gerry Stahl
- Content type: EditorialNotes
- Published: 10 November 2011
- Pages: 485 - 490
Interactive tabletops in education

Authors
- Pierre Dillenbourg
- Michael Evans
- Content type: OriginalPaper
- Published: 21 August 2011
- Pages: 491 - 514
Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

Authors (first, second and last of 4)
- Steven E. Higgins
- Emma Mercier
- Andrew Hatch
- Content type: OriginalPaper
- Published: 29 September 2011
- Pages: 515 - 538
Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge

Authors
- Taciana Pontual Falcão
- Sara Price
- Content type: OriginalPaper
- Published: 18 December 2010
- Pages: 539 - 559
Collaboration within large groups in the classroom

Authors (first, second and last of 8)
- Eyal Szewkis
- Miguel Nussbaum
- Cristian Alcoholado
- Content type: OriginalPaper
- Published: 08 June 2011
- Pages: 561 - 575
Guided reciprocal questioning to support children’s collaborative storytelling

Authors
- Giulia Gelmini-Hornsby
- Shaaron Ainsworth
- Claire O’Malley
- Content type: OriginalPaper
- Published: 04 September 2011
- Pages: 577 - 600
Scaffolding of small groups’ metacognitive activities with an avatar

Authors (first, second and last of 4)
- Inge Molenaar
- Ming Ming Chiu
- Carla van Boxtel
- Content type: OriginalPaper
- Open Access
- Published: 12 October 2011
- Pages: 601 - 624
Building a community among teachers, researchers and university students. A blended approach to training

Authors
- Donatella Cesareni
- Francesca Martini
- Ilaria Mancini
- Content type: OriginalPaper
- Published: 16 July 2011
- Pages: 625 - 646

Volume 6, issue 4, December 2011

Collaborating around the tabletop

Interactive tabletops in education

Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge

Collaboration within large groups in the classroom

Guided reciprocal questioning to support children’s collaborative storytelling

Scaffolding of small groups’ metacognitive activities with an avatar

Building a community among teachers, researchers and university students. A blended approach to training

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Volume 6, issue 4, December 2011

Authors

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Authors (first, second and last of 4)

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Authors (first, second and last of 8)

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Authors (first, second and last of 4)

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