The Role of Human-Technology Scaffolding in Changing the Dynamics of the Classroom
Amy Grincewicz, Janet Mannheimer Zydney, Lori Diehl, Paul Jones, University of Cincinnati, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In developing Math Pursuits, we have designed a learning environment that helps learners connect mathematics to the world around them. The ultimate goal of this research is to design and assess a learning environment that incorporates distributed scaffolding which enables both human and technological supports. Pilot testing was conducted over two years with two fifth-grade classrooms from a large Midwestern school. Through an iterative research cycle, we have identified challenges presented by this goal and have made modifications to the original learning environment. Through an initial qualitative analysis of videotaped classroom sessions, we have noted a dramatic change in classroom dynamics, from a very quiet classroom with limited teacher-student interaction to a more interactive classroom where the teacher can quickly scan the room to provide the support needed by the students.
Grincewicz, A., Mannheimer Zydney, J., Diehl, L. & Jones, P. (2009). The Role of Human-Technology Scaffolding in Changing the Dynamics of the Classroom. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1294-1302). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)