4-year-olds, 6-year-olds, and microcomputers: A study of perceptions and social behaviors

Podmore, Valerie N.

doi:10.1016/0193-3973(91)90033-z

Cited by 15 publications

(14 citation statements)

References 6 publications

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“…Initially, there were fears that using computers with preschoolers would result in poorer social skills, less active learning opportunities, and fewer age-appropriate play activities (e.g., Barnes & Hill, 1983;Kaden, 1990;Zajonc, 1984). Subsequent research revealed, however, that computers could facilitate social, cognitive, and play development among very young learners when handled appropriately (e.g., Kelly & Schorger, 2001;Ko, 2002;Muller & Perlmutter, 1985;Narrol, 1997;Podmore, 1991;Sandberg, 2002;Schofi eld, 1995). However, debates regarding the value and desirability of computers for young learners continue (e.g., Plowman & Stephen, 2003).…”

Section: What Are the Perceptions Toward Introducing Computer Technolmentioning

confidence: 99%

The Integration of Computer Technology in the Classroom

Mueller¹,

Wood²,

Willoughby³

2007

Children's Learning in a Digital World

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Section: What Are the Perceptions Toward Introducing Computer Technolmentioning

confidence: 99%

The Integration of Computer Technology in the Classroom

Mueller¹,

Wood²,

Willoughby³

2007

Children's Learning in a Digital World

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“…Indications of these changes are provided in this study as we have found significant differences between the two environments in the 'responsibility', and 'peer relations' dimensions. Studies have shown that the shift away from teacher-centred classrooms often brings about the emergence of 'peer experts' in classrooms using computer technology, and that many students turn to these 'experts' for help (Bialo & Sivin, 1990;Podmore, 1991;Shrock & Stepp, 1991). Moreover, with the change in the teacher's role and the resulting greater reliance on peers and other instructional resources, it is expected that students will assume a considerably more autonomous and active role in the computer-integrated classroom than previously.…”

Section: Discussionmentioning

confidence: 99%

Classroom Environment in Computer‐integrated Science Classes: effects of gender and computer ownership

Levine

Donitsa‐Schmidt

1996

Research in Science & Technological Education

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Classroom environment in science classes was explored in two groups employing different instructional strategies. The experimental group implemented an instructional strategy which incorporated multimodal computerbased activities with traditional instructional materials in a multitask environment. The control group used a traditional science instruction strategy. A total of 1009 seventh grade students was sampled. Six dimensions of class climate were examined: cognitive involvement, scope and novelty of science tasks, peer relations, computer contribution to learning, student responsibility, and student-teacher relations. The results showed that for all climate dimensions, with the exception of student-teacher relations, students in the experimental group perceived their classroom in a more positive light than did students in the control group. The most meaningful differences between the two groups were observed in the climate dimensions relating to the degree of student involvement in the learning process and the perception of their own responsibility for learning. Interaction effects of gender, computer ownership and instruction were found, suggesting that the computer-integrated classroom has the potential to reduce differences in student perception regarding the positive roles computers can play in science learning.

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“…In general, these social interactions are positive; for example, promoting active sharing and turn-taking behaviors (Muller and Perlmutter 1985). In addition, preschoolers and elementary school children working on computers tend to be less distracted, more collaborative and more persistent than when working on non-computer-based tasks (e.g., Hawkins et al 1982;Podmore 1991). Encouraging children to work together on computer tasks, however, may not necessarily result in positive and academically relevant social interactions.…”

Section: Introductionmentioning

confidence: 92%

“…Advances in multimedia and hypertext capabilities make the computer an attractive cognitive tool for education (Mayer 2005;Willoughby and Wood 2008). In the last 20 years an abundance of observational studies in countries such as the US, New Zealand, and the UK have led researchers to suggest that computer-based learning environments facilitate social interactions among young learners (e.g., Bergin et al 1993;Fitzpatrick and Hardman 2000b;Podmore 1991). In general, these social interactions are positive; for example, promoting active sharing and turn-taking behaviors (Muller and Perlmutter 1985).…”

Section: Introductionmentioning

confidence: 96%

Social Interaction During Computer-based Activities: Comparisons by Number of Sessions, Gender, School-level, Gender Composition of the Group, and Computer-child Ratio

et al. 2009

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This study assessed the quality of social interactions that occur in group-based computer learning contexts. Gender comparisons of interactions were examined across 3 sessions with 116 preschoolers (M age=4.9 years) and 108 fifth and sixth-grade (M age=11.7 years) Canadian children from southwestern Ontario, when children had access to one computer per child (parallel computer) or one computer per group (integrated computer), and when they worked with same-gender or mixed-gender peers. Preschoolers engaged in more collaborative behaviors in mixed-gender than same-gender groups, while elementary children engaged in collaborative behaviors more often in integrated than parallel computer conditions. In mixedgender groups, boys were more likely than girls to dominate the computer in elementary school while girls were more likely than boys to dominate the computer in preschool.

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4-year-olds, 6-year-olds, and microcomputers: A study of perceptions and social behaviors

Cited by 15 publications

References 6 publications

The Integration of Computer Technology in the Classroom

The Integration of Computer Technology in the Classroom

Classroom Environment in Computer‐integrated Science Classes: effects of gender and computer ownership

Social Interaction During Computer-based Activities: Comparisons by Number of Sessions, Gender, School-level, Gender Composition of the Group, and Computer-child Ratio

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