Beyond discovery : a case study of teacher interaction, young children and computer tasks
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.
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.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||computers, classroom organisation, teacher-child interaction, critical moments|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2010 Taylor & Francis|
|Deposited On:||12 Nov 2010 09:46|
|Last Modified:||01 Mar 2012 00:15|
Repository Staff Only: item control page