Explores the formative criteria employed by British teachers from moment to moment in their drama lessons to guide and structure children's learning. Explains that teachers evaluated learning on two levels: (1) the quality of responses within component parts; and (2) the quality of critical moments in the drama as a whole event. (CMK)

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…