A Study of 5- to 6-Year-Old Children's Peer Dynamics and Dialectical Learning in a Computer-Based Technology-Rich Classroom Environment

Autor/in	Hyun, Eunsook
Titel	A Study of 5- to 6-Year-Old Children's Peer Dynamics and Dialectical Learning in a Computer-Based Technology-Rich Classroom Environment
Quelle	In: Computers and Education, 44 (2005) 1, S.69-91 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2004.01.004
Schlagwörter	Computer Assisted Instruction; Learning Experience; Peer Teaching; Computer Literacy; Student Characteristics; Peer Relationship; Pedagogical Content Knowledge; Friendship; Group Dynamics; Peer Groups; Serial Learning; Computer Uses in Education; Kindergarten + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Lernerfahrung; Peer group teaching; Peer Group Teaching; Computerkenntnisse; Peer-Beziehungen; Pädagogische Kompetenz; Freundschaft; Gruppendynamik; Gleichaltrigengruppe; Peer Group; Serielles Lernen; Computernutzung
Abstract	The aim of the study was to explore characteristics of 5- to 6-year-old kindergartners' peer dynamics during a seven week learning experience in a computer-based technology-rich classroom in the US. The children (9 boys and 9 girls) were placed in pairs by the classroom teacher, based on her perception of the their friendships. Measures of each child's computer proficiency were obtained at the beginning and conclusion of the experience, using a 20-item instrument called the individualized computer proficiency checklist (ICPC), developed for this study. Overall, the children showed an average gain of 38.5% on their ICPC scores. Paired children who differed in computer proficiencies but shared similar interests worked very well, exemplifying Vygotsky's dialectical constructivist perspective on peer teaching and learning characteristics. Their conversations displayed self-confidence, multiple perspective-taking skills, and reflective self-assessment. The pairs demonstrating limited computer proficiency frequently engaged in serial turn taking and nonpurposeful clicking on the computer screen. The study concludes with pedagogical implications for teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10