A study of 5- to 6-year-old children’s peer dynamics and dialectical learning in a computer-based technology-rich classroom environment

Hyun, Eunsook

doi:10.1016/j.compedu.2004.01.004

Cited by 32 publications

(30 citation statements)

References 11 publications

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“…The findings are consistent with Alomari (2006) and Hyun (2005) in which the rich environment of information and communication (ICT) tools will increase students' learning activities and expertise. Eventually, using computer technologies in education and learning opens wide horizons of interaction among the learners, learning materials, and learning process and strategies which enhances their creative thinking skills and makes learning and thinking enjoyable.…”

Section: Discussionsupporting

confidence: 79%

“…Barton (2005) reported that using information and communication technology would help teachers to design creative activities in Physics classes which in turn enhance their students' thinking skills. Further, Hyun (2005) conducted a study to explore the development of thinking skills for kindergarten students by providing a rich environment of information and communication (ICT) tools. His results showed that the students' learning activities and expertise were increased significantly through using such tools.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Creative Thinking through Designing Electronic Slides

Mokaram¹,

Al-Shabatat²,

Fong³

et al. 2011

IES

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During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate students. A total number of 50 subjects, 25 in an experimental group and 25 in a control group were selected and a design of pre and post-test with an experimental and a control group was employed in this study. Torrance Test for creative thinking (TTCT) form (A) was applied on both groups. The experimental group was taught to design electronic instructional slides using Microsoft PowerPoint. After six weeks, both groups were given the TTCT form (A) again. Using Analysis of Covariance (ANCOVA), the findings revealed significant differences between the two groups favoring the experimental group over the control in the total creative thinking scores. Designing electronic slides can enhance the creative thinking skills for students, and the expansion of using computer applications in promoting thinking and learning skills is recommended.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Enhancing Creative Thinking through Designing Electronic Slides

Mokaram¹,

Al-Shabatat²,

Fong³

et al. 2011

IES

View full text Add to dashboard Cite

show abstract

“…Therefore, the students' learning motivation, which was related to their self-worth, was aroused (Hyun, 2005;Zhang et al, 2010).…”

mentioning

confidence: 97%

An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices

Lai

Hwang

2015

Computers & Education

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“…In addition, although Kreijns, Kirschner, Jochems and Buuren, (2007) and Hyun (2005) stated that technology-aided group works have positive effects on students in terms of social, friendship and communication, in this study the participants stated that the distributed tablets in FATIH project will cause problems for children in terms of social-communication and friendship.Additionally, the participants mentioned that if each student has a tablet in a lesson, teacher will get difficult in terms of classroom management and the students will use tablets game-purpose rather than lesson-purpose. In terms of health, the participants said that tablets will cause problems especially regarding eye health.…”

Section: Resultsmentioning

confidence: 92%

Pre-Service Science Teachers Views Regarding Computer-Aided Instruction

Er¹,

Bektaş²,

Armağan³

et al. 2015

jisr

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Aiming to get pre-service science teachers' views about using computer and computer based instruction in the courses, this research was carried out with the participation of six pre-service science teachers enrolled at Erciyes University, Kayseri. Phenomenology as a qualitative research method was used in the study. In this context, after the literature was reviewed, 13-item interview form was created and a semi-structured interview was conducted for the data collection. The qualitative data were analyzed via descriptive analysis. A science teacher with a six years teaching experience and an expert in the field of science education controlled the analysis process. Taking a number of measures, the validity and reliability of the study were tried to be increased. Overall results obtained in the study were; 'Basic Computer' courses given in the education faculties are inadequate in terms of teaching practice and the training should be more practice-oriented. In addition, according to the findings obtained from all participants, it was reached the conclusion that computer and computerbased instruction should be used in science courses and in this context all pre-service science teachers should be able to use the computer better.

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A study of 5- to 6-year-old children’s peer dynamics and dialectical learning in a computer-based technology-rich classroom environment

Cited by 32 publications

References 11 publications

Enhancing Creative Thinking through Designing Electronic Slides

Enhancing Creative Thinking through Designing Electronic Slides

An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices

Pre-Service Science Teachers Views Regarding Computer-Aided Instruction

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