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Swiping fingers on a screen is not enough! Dusting off toy blocks to build new gaming experiences through mobile apps

Swiping fingers on a screen is not enough! Dusting off toy blocks to build new gaming experiences through mobile apps | biblio cognitive | Scoop.it
Smartphones have become everyday objects for many children. They learn how to count, spell or paint by swiping their fingers on a screen, using some of the thousands of applications specially designed for them. However, real world interactions also n...
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// alternative montessori: Le geste d'écriture //

// alternative montessori: Le geste d'écriture // | biblio cognitive | Scoop.it
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Stanislas Dehaene et Montessori

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MultiSensoryTechniques.pdf

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"As Bruner (1973) states in a discussion regarding Piaget’s stages of

development, teachers are extremely limited in conveying concepts to children in the preoperational stage. But, the child’s development, according to Bruner, is responsive to the learning environment. It is just a matter of finding the right method of delivering the material to help a child progress through the stages of learning. Multi-sensory approaches allow children to receive the information in a variety of ways.  "


"{Bruner} expresses the availability and the importance of giving children “multiple embodiments of the same general idea” in order to increase their understanding of it."

 

 

"[Vygotsky] uggests that cognitive and linguistic skills appear two times to children; first they appear socially, between two people, and then internally within the child (Gallimore and Tharp, 1990). The time for this transition differs for each child.  "

 

"Piaget (e.g., 1965) introduces the idea of stages of mental readiness in how a child interacts with the world. Bruner (e.g., 1973) builds on this idea but adds the notion that there may be levels within those stages that the teacher can utilize. And Vygotsky closes the circle by introducing the idea that social interaction can facilitate transition from one stage to the next and that a child’s performance can be affected independently of the transitions." 


"Computer-based tools that function much like the more commonly used tangible, concrete manipulatives, but are maneuvered by the computer mouse (Spicer, 2000). Some consider these dynamic, interactive visual representations (manipulatives) the wave of the future (Moyer, Bolyare, and Spikell, 2002) and point out that although there are many computer-generated images being called virtual, they are truly not appropriate for this category unless they are interactive and dynamic (p. 373). "



'In congruence with Piaget (1965), young children can only sense that which exists in their presence, so concrete objects with which they can explore are important to have available (NCTM, 1973)."



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Using Tangible Drawing Tools on a Capacitive Multi-touch Display | Papers | HCI | 2012 | Conferences by year | Conference archive | eWiC - Electronic Workshops in Computing

Rachel Blagojevic, Xiliang Chen, Ryan Tan, Robert Sheehand & Beryl Plimmer
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Mathématiques + ergonomie

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L'Agence nationale des Usages des TICE - Les interfaces tangibles en éducation : quelles potentialités ?

L'Agence nationale des Usages des TICE - Les interfaces tangibles en éducation : quelles potentialités ? | biblio cognitive | Scoop.it
Les interfaces tangibles sont une technologie qui permet aux élèves d’interagir avec l’ordinateur en utilisant des objets quels qu’ils soient.
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