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International Journal of Computer-Supported Collaborative Learning

Erschienen in:

01.12.2011

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

verfasst von: Steven E. Higgins, Emma Mercier, Elizabeth Burd, Andrew Hatch

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 4/2011

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Abstract

This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.

Vorheriger Artikel Interactive tabletops in education

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

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Titel: Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review
verfasst von: Steven E. Higgins
Emma Mercier
Elizabeth Burd
Andrew Hatch
Publikationsdatum: 01.12.2011
Verlag: Springer US
Erschienen in: International Journal of Computer-Supported Collaborative Learning / Ausgabe 4/2011
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-011-9131-y

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