Introduction

The computer can be regarded as a socio-cognitive tool which shapes interaction in specific ways. The extent to which computers become part of everyday life transforms the way in which activities are organised thus, affecting how children reason, remember and solve problems. Technology rich environments are providing new opportunities for learning to occur in more social contexts. It is important to look beyond the surface of the program to what it is attempting to achieve, in particular, the sort of intellectual experience it provides the child. This report aims to look at the philosophical and psychological uses of computers for co-operative work and their impact on children’s learning.

Key Words: cooperative, collaborative, problem-solving, peer interaction, constructivist