The Role of the Teacher in Scaffolding Children's Interactions in a Technological Environment: How a Technology Project is Transforming Preschool Teacher Practices in Urban Schools

Barbuto, L.M., Swaminathan, S., Trawick-Smith, J. and Wright, J.L.

The purpose of this paper is to present the outcomes of a program to support preschool teachers in using technology within an urban public school district. Forty-six early childhood professionals were engaged in a three-year model of in-depth technology workshops and monthly onsite follow-up visits. The workshops were structured to lead participants from basic computer operations and use of peripheral devices (i.e. digital cameras, scanners), software evaluation and selection, toward the goal of integration of technology within the curriculum. One broad outcome of this training program was that teachers began to apply constructivist ideas related to computer activities to other areas of their professional practice. Teachers rearranged classrooms, re-invented learning centres, and modified their interactions with children. Further, it led to positive attitudes, greater technology expertise, and skill in scaffolding children's computer use among teachers. Teachers identified three major obstacles to integrating technology in the classroom. Data on each of these outcomes will be presented.

Cite as: Barbuto, L.M., Swaminathan, S., Trawick-Smith, J. and Wright, J.L. (2003). The Role of the Teacher in Scaffolding Children's Interactions in a Technological Environment: How a Technology Project is Transforming Preschool Teacher Practices in Urban Schools. In Proc. Young Children and Learning Technologies. Selected papers from the International Federation for Information Processing Working Group 3.5 Open Conference, Melbourne, Australia. CRPIT, 34. Wright, J., McDougall, A., Murnane, J. and Lowe, J., Eds. ACS. 13-20.

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