This monograph issue focuses on the understanding that psychological theories and processes bring to the role of digital technologies in a range of formal and informal learning situations. It considers how cultural psychology can contribute to learning sciences and links both the use of computers as cognitive tools and the valuable role of interaction for learning. The concept of interaction is central to the research presented - between individuals, groups and technology - and evidence is provided of the role of dialogical and social processes needed for learning and conceptual development. The issue also concentrates on technology stimulated social interaction but considers the value of such interaction as a causal process in the development of teachers' pedagogic skills. The positive aspects of technology for learning is tempered by evidence of powerful learning events in the form of epistemic games that are being ignored by educational policy makers. It is argued that a paradigm shift is needed in the way in which we think about education in the global information era. The monograph issue ends with presented evidence from a range of psychological research on the costs and benefits of involving digital technologies in education.
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