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Introducing Computers to Kindergarten Children Based on Vygotsky’s Theory about Socio-Cultural Learning: The Greek Perspective
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ITCE Volume 2001, Number 1, ISSN 1522-8185 Publisher: Association for the Advancement of Computing in Education (AACE)

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Abstract

This study examined the level of knowledge that Greek pre-school children had about computers. How Vygotsky's theo-ry about socio-cultural learning, as a teaching process, could be effectively applied when new knowledge was presented to a classroom environment was investigated. Participants were Greek preschool children and teachers. Data collection in-cluded classroom observations, informal interviews, ques-tionnaire administration, and field notes. Results revealed that following this approach, that teachers used to initiate children with computer technology was a thriving and effec-tive one. The particular study gave the authors the opportuni-ty to more closely search the ways in which children view new technologies, and the ways that teachers used it to devel-op their approach in introducing such new concepts.

Citation

PANGE, J. & KONTOZISIS, D. (2001). Introducing Computers to Kindergarten Children Based on Vygotsky’s Theory about Socio-Cultural Learning: The Greek Perspective. Information Technology in Childhood Education Annual, 2001(1), 193-202. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2024 from .

© 2001 Association for the Advancement of Computing in Education (AACE)

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References

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