Vygotsky in Twenty-First-Century Research
Irina Verenikina, University of Wollongon, Australia
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
At the 2008 Ed-Media conference, a list of most often cited papers in Ed-Media 2004-2008 was revealed (Ochoa, Mendez & Duval, 2009). Vygotsky’s theoretical work, originally published in Russia in the 1930s, came top of the list by a large margin. This paper examines why, and how this theory still can be relevant to twenty-first-century research. It is argued that an effective use of modern educational technologies calls for the use of advanced pedagogies. Vygotsky’s theory provides a profound understanding of teaching and learning that reflect the complexity of social and cultural contexts in the modern learner. The most frequently used concepts of Vygotsky’s theory are re-visited in relation to the research into new educational technologies. Additionally, the potential of some lesser known aspects of his theory, particularly in relation to educational technology, is explored. The inextricable connections between the Vygotskian approach and activity theory is discussed.
Verenikina, I. (2010). Vygotsky in Twenty-First-Century Research. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 16-25). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Professional learning mediated by online specialised information sources: Utilising activity theory to understand tension in practice
Madeleine Shanahan, School of Medical Sciences, RMIT University, Australia
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3870–3879
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