Beyond discovery : a case study of teacher interaction, young children and computer tasks


Autoria(s): Grieshaber, Susan J.
Data(s)

2010

Resumo

The integration of computer technologies into everyday classroom life continues to provide pedagogical challenges for school systems, teachers and administrators. Data from an exploratory case study of one teacher and a multiage class of children in the first years of schooling in Australia show that when young children are using computers for set tasks in small groups, they require ongoing support from teachers, and to engage in peer interactions that are meaningful and productive. Classroom organization and the nature of teacher-child talk are key factors in engaging children in set tasks and producing desirable learning and teaching outcomes.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/38155/

Publicador

Taylor & Francis

Relação

http://eprints.qut.edu.au/38155/1/c38155.pdf

DOI:10.1080/03057640903567047

Grieshaber, Susan J. (2010) Beyond discovery : a case study of teacher interaction, young children and computer tasks. Cambridge Journal of Education, 40(1), pp. 69-85.

Direitos

Copyright 2010 Taylor & Francis

Fonte

Faculty of Education; School of Early Childhood

Palavras-Chave #130102 Early Childhood Education (excl. Maori) #130200 CURRICULUM AND PEDAGOGY #computers #classroom organisation #teacher-child interaction #critical moments
Tipo

Journal Article