Co-Located Single Display Collaborative Learning for Early Childhood Education
IJCCL Volume 8, Number 2, ISSN 1556-1607
The benefits of collaborative learning are well documented. However, most of the research has been done with children beyond the ages of early childhood. This could be due to the common and erroneous belief that young children have not developed the capacity to work collaboratively toward a given aim. In this paper we show how small group co-located collaborative learning on a single display computer improves oral language, logical-mathematical and social skills in pre-school children. Considering that early childhood teachers have a responsibility to provide a supportive environment, teacher mediation is essential in order to achieve collaborative learning. Thus, teachers were trained in the use of the technology and strategies for effective collaborative learning. The study was implemented in 10 kindergarten classrooms with 268 children between the ages of 5 and 6 years old. A group of 5 kindergarten classrooms with equivalent characteristics participated as a comparison group. During the four-month intervention, children worked on collaborative activities at least twice a week. A quasi-experimental approach was used to assess the implementation, including pre- and post-testing. The data showed differences in the learning of oral language, logical-mathematical and social skills, with the experimental group demonstrating significantly greater achievement.
Gomez, F., Nussbaum, M., Weitz, J.F., Lopez, X., Mena, J. & Torres, A. (2013). Co-Located Single Display Collaborative Learning for Early Childhood Education. International Journal of Computer-Supported Collaborative Learning, 8(2), 225-244.
Cited ByView References & Citations Map
Social Development Theory, Social Identity Theory and Computer Supported Collaborative Learning: An Examination of Peer Group Influences, Factors and Behaviors
Heather Lamb, University of North Texas - Learning Technologies, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 108–113
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