Abstract

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the details.

Citation

Dillenbourg, P. & Evans, M. (2011). Interactive Tabletops in Education. International Journal of Computer-Supported Collaborative Learning, 6(4), 491-514. Retrieved May 25, 2022 from https://www.learntechlib.org/p/54114/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Classroom Design
• Classroom Environment
• Computer System Design
• Computer Uses in Education
• Constructivism (Learning)
• Cooperative learning
• educational technology
• Furniture
• instructional design
• interaction
• Learning Processes
• Sociocultural Patterns
• teamwork