Vygotsky Revisited: The Relevance of Vygotsky’s Theories for 21st Century

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Harvey, F. & Charnitski, C. (2003). Vygotsky Revisited: The Relevance of Vygotsky’s Theories for 21st Century. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 1453-1456). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18197.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Francis Harvey, Drexel University, USA; Christina Charnitski, Immaculata University, USA

Abstract

The seminal work of L.S. Vygotsky - a theory of learning as a collaborative socio/cultural/historical activity - was conducted in the early 20th century, and has been expanded and clarified by many researchers since. Many current educational theories (e.g. cooperative learning, project-based learning, peer coaching, and the role of language as a mediator of learning) are related in important ways to ideas first developed by Vygotsky almost seventy years ago. However, numerous significant changes in education have occurred since Vygotsky's time, especially the introduction of distance learning and other technologies, which raise the question of the relevance of Vygotsky's theories to current educational practice. This paper will examine Vygotskian theories from the perspective of their relevance to current educational practice, with particular emphasis on using distance learning to promote higher-level thinking and on the development of students for a global society/economy.

Keywords

• Distance Education
• Educational Technology

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