Tel: + 44 (0) 1604 735500 Email: [email protected] Abstract The aim of this paper is t... more Tel: + 44 (0) 1604 735500 Email: [email protected] Abstract The aim of this paper is to begin to describe and evaluate the characteristics of successful interaction between children and teachers, when using ICT for literacy. The paper will draw from insights offered by recent European and international research from the sociocultural perspective in order to carry out a detailed examination of the 'scaffolding' process and its role in supporting teaching and learning with ICT. The paper also discusses a research project, carried out in primary and nursery school classes, in the UK, with children aged between 3 and 8 years, over a period of two years. The research was designed to explore how children use computers to read and write in the classroom and to investigate the teachers' style of interaction when supporting children's literacy with ICT. A range of methods, including video recordings, observations, questionnaires and semi-structured interviews were used to gather and evaluate data from children and teachers. Data from the project, in particular video material, will be reviewed and a conceptual position advanced in the light of the results of the study. The paper will conclude with a discussion of possible ways forward for research in the field of early literacy and ICT.
Tel: + 44 (0) 1604 735500 Email: [email protected] Abstract The aim of this paper is t... more Tel: + 44 (0) 1604 735500 Email: [email protected] Abstract The aim of this paper is to begin to describe and evaluate the characteristics of successful interaction between children and teachers, when using ICT for literacy. The paper will draw from insights offered by recent European and international research from the sociocultural perspective in order to carry out a detailed examination of the 'scaffolding' process and its role in supporting teaching and learning with ICT. The paper also discusses a research project, carried out in primary and nursery school classes, in the UK, with children aged between 3 and 8 years, over a period of two years. The research was designed to explore how children use computers to read and write in the classroom and to investigate the teachers' style of interaction when supporting children's literacy with ICT. A range of methods, including video recordings, observations, questionnaires and semi-structured interviews were used to gather and evaluate data from children and teachers. Data from the project, in particular video material, will be reviewed and a conceptual position advanced in the light of the results of the study. The paper will conclude with a discussion of possible ways forward for research in the field of early literacy and ICT.
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