A Creativity Triad: Teacher, Technology, and Collaborative Learning
PROCEEDINGS
Sharla Snider, Coppell Independent School District ; Vera T. Gershner, Texas Woman's University
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-25-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Teaching philosophy, computer programs, and collaborative learning are interwoven in scaffolding the development of creativity in young children. Adding technology into the learning environment requires a re-examination of philosophical foundations and restructuring of interactions which are supportive of the desired learning. Early childhood educators generally hold constructivist views and support methodology that facilitates the young learner’s creation of meaning. The type of software and hardware available in the eighties led many early childhood educators to avoid significant use of the technology with young children. The nineties provide an expansion of the pool of open-ended software designed to be controlled by the child. This improved technology provides the opportunity for constructivist teachers to utilize computers in ways which are congruent with their own philosophy and to open windows for young children to become involved in the process of creating meaning through this technology.
Citation
Snider, S. & Gershner, V.T. (1997). A Creativity Triad: Teacher, Technology, and Collaborative Learning. In J. Willis, J. Price, S. McNeil, B. Robin & D. Willis (Eds.), Proceedings of SITE 1997--Society for Information Technology & Teacher Education International Conference (pp. 1361-1365). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/47333/.
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