This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into teaching and learning processes. Our work has revealed that traditional forms of scaffolding, based on the ''expert's'' view of how the problem "should" be solved, need to be modified in order to accommodate the child's perspective and that three different types of scaffolding which we refer to as "cognitive," "technical" and "affective" can be conceptualized. This paper discusses the ways in which the performance of pairs of children is enhanced in such scaffolding contexts, to include more examples of metastrategic processes and strategies for problem-solving, than when the pairs are left to spontaneously solve the problems. This study provides additional support that cognitive, affective and technical scaffolding are beneficial for learning and that children are able to support each others learning via sharing strategies and articulating the reasons behind them to each other.