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Support for the Teacher in Technology-Enhanced Collaborative Classroom
ARTICLE

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Education and Information Technologies Volume 19, Number 1, ISSN 1360-2357

Abstract

This paper presents a study on the role of the teacher in computer-supported class group activities. We discuss various teacher tools that support this role. In the reported studies the students are engaged in group activities through networked computers. Typically they use a two-space collaboration tool. One shared space used for jointly producing a diagrammatic representation (concept map or other form of diagram), and one for text based communication. The group activities have a time span of typical classes: i.e. a few minutes to a few hours. In this context, we focus on the study of typical teacher actions and used representations and on the support that the tools used provided to the teacher for supervision of the class and group activities.

Citation

Voyiatzaki, E. & Avouris, N. (2014). Support for the Teacher in Technology-Enhanced Collaborative Classroom. Education and Information Technologies, 19(1), 129-154. Retrieved April 20, 2019 from .

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Cited By

  1. Design and Formative Evaluation of an e-Learning Module for Training Teachers to Integrate Technology into Teaching

    Andrew Fitzgerald, Franklin Classical Middle School, Long Beach Unified School District, United States; Stephen Adams, California State University, Long Beach, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 672–679

  2. Social Development Theory, Social Identity Theory and Computer Supported Collaborative Learning: An Examination of Peer Group Influences, Factors and Behaviors

    Heather Lamb, University of North Texas - Learning Technologies, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 108–113

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