Rethinking scaffolding in the information age

This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into teaching and learning processes. Our work has revealed that traditional forms of scaffolding, based on the ''expert's'' view of how the problem should be solved, need to be modified in order to accommodate the child's perspective and that three different types of scaffolding which we refer to as cognitive, technical and affective can be conceptualized. This paper discusses the ways in which the performance of pairs of children is enhanced in such scaffolding contexts, to include more examples of metastrategic processes and strategies for problem-solving, than when the pairs are left to spontaneously solve the problems. This study provides additional support that cognitive, affective and technical scaffolding are beneficial for learning and that children are able to support each others learning via sharing strategies and articulating the reasons behind them to each other.

[1]  Lois J. Baron.  Peer tutoring, microcomputer learning and young children , 1991 .

[2]  Kathy Sylva,et al.  Scaffolding in Reading Recovery , 1996 .

[3]  Christopher Hoadley,et al.  Designing Desert Houses in the Knowledge Integration Environment. , 1998 .

[4]  Michael F. Graves.  Scaffolded Reading Experiences for Inclusive Classes. , 1996 .

[5]  David Wood,et al.  Vygotsky, Tutoring and Learning. , 1996 .

[6]  Susan E. Newman,et al.  Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Technical Report No. 403. , 1987 .

[7]  Allison Druin,et al.  A Visual Search Tool for Early Elementary Science Students , 2002 .

[8]  R. Glaser.  Advances in Instructional Psychology , 1978 .

[9]  B. Rogoff.  Apprenticeship in Thinking: Cognitive Development in Social Context , 1990 .

[10]  Richard C. Anderson,et al.  Two-tiered scaffolding : congruent processes of teaching and learning , 1991 .

[11]  R. Gallimore,et al.  Rousing minds to life: A theory of teaching as assisted performance , 1989 .

[12]  J. Bruner,et al.  The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.

[13]  Mike Askew,et al.  Effective Teaching and Learning: Scaffolding Revisited , 1996 .

[14]  Julie E. Wollman-Bonilla,et al.  Teacher and Peer Roles in Scaffolding First Graders' Responses to Literature. , 1999 .

[15]  June L. Wright,et al.  The role of the teacher in scaffolding children's interactions in a technological environment: how a technology project is transforming preschool teacher practices in urban schools , 2003 .

[16]  Lev Vygotsky.  Mind in society , 1978 .

[17]  N. Mercer,et al.  Children's Talk and the Development of Reasoning in the Classroom , 1999 .

[18]  B. Rosenshine,et al.  The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies. , 1992 .

[19]  Nicola Yelland.  Reconceptualising Schooling With Technology for the 21st Century: Images and Reflections , 1999 .

[20]  Judith A. Langer,et al.  Instructional Scaffolding: Reading and Writing as Natural Language Activities , 1983, Language Arts.

[21]  Nicola Yelland.  Empowerment and Control with Technology in the Early Childhood Years , 1998 .

[22]  J. Roschelle.  Learning by Collaborating: Convergent Conceptual Change , 1992 .

[23]  Lawrence B. Flick.  Integrating Elements of Inquiry into the Flow of Middle Level Teaching. , 1998 .

[24]  Earl R. Glenn,et al.  National association for research in science teaching: National association for research in science teaching , 1929 .

[25]  Rosemary Luckin.  Designing children's software to ensure productive interactivity through collaboration in the zone of proximal development (ZPD) , 2001 .

[26]  Jean Hartley,et al.  Case study research , 2004 .

[27]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[28]  Jennifer Masters,et al.  Innovation in practice: Learning in a technological environment. , 1994 .

[29]  A. Stremmel,et al.  Teacher-Assisted Computer Implementation: A Vygotskian Perspective , 1994 .

[30]  Julia Anghileri,et al.  Scaffolding Learning through Meaningful Tasks and Adult Interaction , 2002 .

[31]  Milbre Burch.  Claiming the Center , 2008 .

[32]  Annemarie Sullivan Palincsar,et al.  The Role of Dialogue in Providing Scaffolded Instruction , 1986 .

[33]  Kay S. Bull,et al.  Processes for Developing Scaffolding in a Computer Mediated Learning Environment. , 1999 .

[34]  Marlene Scardamalia,et al.  Engaging Students in a Knowledge Society. , 1996 .

[35]  Ann L. Brown.  Knowing When, Where, and How to Remember: A Problem of Metacognition. Technical Report No. 47. , 1977 .

[36]  E. Neimark,et al.  Moderators of competence , 1985 .

[37]  B. Rogoff,et al.  Everyday Cognition: Development in Social Context , 1999 .

[38]  Paul Light,et al.  Learning to Think , 1991 .