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.

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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.

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3 citations in Scopus
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1 citations in Web of Science®

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351 since deposited on 11 Nov 2010
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ID Code: 38155
Item Type: Journal Article
Refereed: Yes
Keywords: computers, classroom organisation, teacher-child interaction, critical moments
DOI: 10.1080/03057640903567047
ISSN: 0305-764X
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 & Inclusive Education
Copyright Owner: Copyright 2010 Taylor & Francis
Deposited On: 11 Nov 2010 23:46
Last Modified: 29 Feb 2012 14:15

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