Compared expressive language used by preschoolers when engaged at a classroom computer center with that used during free play. Found that mean lengths of utterance showed no significant differences in amount of language spoken, no matter the context. Found exceptions in which one student was more expressive at the computer, and three others were…

Presents a pedagogical framework for use of digital resources in early childhood settings. The framework includes a rationale and a description of key elements of effective practice, including high-quality resources, effective learning environments, and appropriate teacher interactions. Details a study on the use of digital resources in early…

Presents a case study of one second-grade teacher's classroom action research project in which she explores how and when students decided to use electronic editing tools to revise their writing. Discusses factors that influenced student's editing choices and their ability to work in pairs. Considers implications for the use of computers in…

Investigated fifth-, sixth-, and seventh-graders' ownership of, use of, and attitudes toward computer and video games. Found that more boys than girls owned and used video games, and found gender differences in preferred games. Students enjoyed video and computer games, along with a variety of other activities. (JPB)

Greek preschoolers' level of knowledge about computers was examined as they participated in a classroom project to introduce them to new technologies. The project was based on Vygotsky's theory of socio-cultural learning. Findings suggest that this approach is a successful way to introduce new technologies to young children. (JPB)

Describes preschoolers' collaboration during free play in a computer lab, focusing on the computer's contribution to active, peer-mediated learning. Discusses these observations in terms of Parten's insights on children's social play and Vygotsky's socio-cultural learning theory, noting that the children scaffolded each other's growing computer…

Examined the effects of first-graders' writing competency when using computers compared to writing by hand. Found that students demonstrated significant differences favoring computer use over handwriting, including more words and sentences and greater writing competence, despite no differences observed in off-task behavior. (JPB)

Discusses theoretical and practical issues in teaching LOGO computer programming to young children from preschool to grade 5. Examines the program's adherence to developmentally appropriate practices, educational theories (particularly those of Piaget), and the Reggio Emilia approach. Considers implications of the program for curriculum design,…

Examines role of teacher observation in children's free play at classroom computers. Considers Piaget's theory of interaction and Vygotsky's theory of zone of proximal development as groundwork for discussing the benefits of teacher observation to a developmentally appropriate classroom, including promoting confidence, selecting software, working…

Investigated efficiency of a computer-aided teaching program with different scaffolding levels in learning improvement of low achieving third-graders. Found no significant achievement differences between scaffolding groups, but the higher the scaffolding level the more advanced students' strategies were. The highest scaffolding level was…

Summarizes five trends in technology for children ages 12 and younger; identifies four current issues and three unresolved needs related to technology and children. Recommends hardware and software for educational purposes and offers resources for information on technology and technological trends in education. Notes that the greatest…

Investigated beliefs of preschool teachers from Head Start, public school, and special education programs concerning the importance of developmental skills and abilities in three domains of early functioning: social-emotional, language and literacy, and early math. Found that teachers from all three groups, but especially special education…

Examined longitudinal effects of kindergarten attendance on academic achievement through high school with students who attended public or nonpublic kindergarten, or neither one. Found that students with either kind of kindergarten experience had higher ACT scores and grade point averages. Found no significant differences in number of students…

Investigated classroom management techniques of K-12 teachers whose classrooms included children with Down Syndrome. Teachers, all selected by parents as successful, reported that praise was the best motivator for the Down Syndrome children, and the most effective learning methods were individual and small-group instruction, hands-on activities,…

Investigated the relationship between the goals of the AmericaReads program for K-3 students and tutors' adherence to these goals by examining artifacts from the tutoring sessions, including audiotapes, interviews with supervisors, and questionnaires completed by tutors. Found an inconsistent fidelity to tutoring expectations, which was explained…