Teachers Scaffolding Children Working with Computers

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This study reported in this book was based on the premise that effective use of computers to support teaching and learning is not achieved by merely providing access to computers rather, the agent of change is a teachers pedagogy and practice. This book therefore contributes to understandings about teacher support strategies and particularly the process of teacher scaffolding when children are working with computers. Although it may seem to a casual observer that scaffolding happens naturally in a classroom, on closer inspection it appears that a teacher must conscientiously select and implement strategies in order to support and extend their students. Further, a teacher should not expect to merely scaffold childrens learning if and when the opportunity arises. Rather, teachers need to deliberately plan for activities that promote scaffolding opportunities and also plan their own teaching so they are available to make the most of the learning moments. The strategies provided in this book provide useful advice for teachers who would like to use computers effectively to support learning.