This paper proposes and examines a design of technological scaffolding for cooperative learning. An application for learning fractions with handheld devices was designed and tested in a primary three classroom. The outcomes were interpreted according to a two-dimensional framework consisting of the cooperative learning principles (maximum peer interaction, equal opportunity to participate, individual accountability and positive interdependence) and the observed interplay of social, technological and teacher scaffolding which emerged throughout the activity. The focus of our analysis is the technological scaffolding and the support it can give to cooperative learning activities based on the feedback received from two sources: primary school children using the software and a group of teachers trying out and reflecting on our design. Copyright © 2010 The authors.
|Title of host publication
|Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education, ICCE 2010
|Su Luan WONG, Siu Cheung KONG, Fu-Yun YU
|Place of Publication
|Faculty of Educational Studies, Universiti Putra Malaysia
|Published - 2010
CitationBoticki, I., Wong, L.-H., & Looi, C.-K. (2010). Can one-to-one computing help children learn cooperatively? In S. L. Wong, S. C. Kong, & F.-Y. Yu (Eds.), Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education, ICCE 2010 (pp. 407-411). Malaysia: Faculty of Educational Studies, Universiti Putra Malaysia.
- Mobile learning
- Fractions learning
- Cooperative learning
- One-to-one computing