Abstract
Understanding technology from the perspective of the scaffolding can help us bridge the gap between abstract or general CSCL design principles and the design and enactment of concrete CSCL practices. This study addresses this issue by describing and discussing how we use GroupScribbles (GS) technology coupled with appropriate pedagogical graphic organizers to scaffold effective collaborative learning in the context of L2 students' vocabulary learning in Singapore classrooms. It is found that the GS technology and pedagogical graphic organizers can jointly scaffold students' collaborative vocabulary learning to achieve desired learning outcomes. When equipped with graphic organizers to help students plan and organize their problem solving, GS is transformed from a general tool for enabling seamless interactions to a scaffolded software tool integrated with pedagogical design for supporting specific learning, by problematizing important disciplinary content. Copyright © 2011 ISLS.
| Original language | English |
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| Title of host publication | Connecting Computer-Supported Collaborative Learning to Policy and Practice: Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011) |
| Place of Publication | Hong Kong |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 414-421 |
| Volume | I |
| ISBN (Print) | 9780578091525 |
| Publication status | Published - 2011 |