Interaction among peers and with adults in favorable and innovative learning situations and with pedagogy suitable to Information and Communication Technologies can lead children to develop collaborative and autonomous learning behavior that is beneficial for their intellectual and socio-emotional development. Our hypothesis is that learning environments with computers tend to be effective for this type of learning, because they allow mediation between the subject and object of knowledge to be built, as suggested by constructivist and socio-interactionist theories. The object of our study is to learn how these "new modes of learning" that have already been developing take place independently from the school. In general, they are ignored by teachers and specialists, given that children begin to yield to television and videogames and broaden and complexify their activity with access to and playful use of computers and the Internet.
Information and communication technology and learning; Self-teaching; Collaborative and cooperative learning