We explore whether the use of assistive technology allows teachers and children to negotiate shared understandings for learning science and language. We understand our afterschool sessions as critical encounters. Artifacts used in the encounters enabled transcending of the tensions and became drivers for learning. In the studied 13 encounters,…

Analyzes the literature pertaining to the adult's need to learn how to learn and this concept's relevance for successful adult learning in three modes (learning on one's own, collaborative learning, and institutional learning). Also, discusses training (which helps adults acquire learning skills) and suggests some researchable questions. (EM)