Computer support for knowledge-building communities-英文文献.pdfVIP

Scardamalia, M., Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp.249-268). Mahwah, NJ:Lawrence Erlbaum Associates. Chapter 10 Computer Support for Knowledge-Building Communities Marlene Scardamalia Carl Bereiter Ontario Institute for Studies in Education of the University of Toronto Nobody wants to use technology to recreate education as it is, yet there is not much to distinguish what goes on in most computer-supported classrooms versus traditional classrooms. Kay (1991) has suggested that the phenomenon of reframing innovations to recreate the familiar is itself commonplace. Thus, one sees all manner of powerful technology (Hypercard, CD-ROM, Lego Logo, and so forth) used to conduct shopworn school activities: copying material from one resource into another (e.g., using Hypercard to assemble sound and visual bites produced by others), and following step-by-step procedures (e.g., creating Lego Logo machines by following steps in a manual). With new technologies, student-generated collages and reproductions appear more inventive and sophisticated-with impressive displays of sound, video, and typography-but from a cognitive perspective, it is not clear what, if any, knowledge content has been processed by the students. In this chapter we offer a suggestion for how to escape the pattern of reinventing the familiar with educational technology. Knowledge-building discourse is at the heart of the superior education that we have in mind. We argue that the classroom needs to foster transformational thought, both on the part of students and teachers, and that the best way to do this is to replace classroom-bred discourse patterns with those having more immediate and natural extensions to th