Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

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This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.


Digital media as a catalyst for joint attention and learning

In this chapter Brigid Barron and Amber Levinson argue that as digital activities become a growing part of young children’s experiences globally it is vital to consider not only what content children use, but also the social context and ways families can use technology collaboratively to support development and learning in and out of school. This chapter also emphasises equity concerns – both access to technology itself and information about how to use technology with children are unequally distributed. Insights from the learning sciences support the importance of social interaction and joint engagement between parents and children in order to get the most out of digitally mediated learning activities. The chapter closes with implications for parents, policy makers, designers and educators who want to leverage media as a resource for cognitive and social development.


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