Social construction of computer experience in a first-grade classroom: Social processes and mediating artifacts

Early Education and Development

Volumn 14, Issue 3, 2003, Pages 335-362

  Wang, X Christine ^a   Ching, Cynthia Carter ^b  

^a UNIVERSITY AT BUFFALO   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 13244293995     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1403_4     Document Type: Article

References (62)

1. Bergin, D. A., Ford, M. E., & Hess, R. D. (1993). Patterns of motivation and social behavior associated with microcomputer use of young children. Journal of Educational Psychology, 85(3), 437-445.
2. Carere, S. (1987). Lifeworld of restricted behavior. In P. A. Adler & P. Adler (Eds.), Sociological studies of child development (Vol. 2, pp. 105-138). Greenwich, CT: JAI.
3. Clift, R., Houston, W., & Pugach, M. (1990). Encouraging reflective practice in education. New York: Teacher College Press.
4. Cobb, P. (2002). Reasoning with tools and inscriptions. The Journal of the Learning Sciences, 11(2&3), 187-216.
5. Cobb, P., Wood, T., & Yackel, E. (1993). Discourse, mathematical thinking and classroom practice. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 91-119). New York: Oxford University Press.
6. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
7. Cole, M., & Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39(5), 250-256.
8. Corsaro, W. A. (1985). Friendship and peer culture in the early years. Norwood, NJ: Ablex. Corsaro, W. A. (1997). The sociology of childhood. Thousands Oaks, CA: Pine Forge Press.
9. Crook, C. (1987). Computers in the classroom: Redefining a social context. In J. C. Rutkowska & C. Crook (Eds.), Computers, cognition and development (pp. 35-54). New York: John Wiley & Sons.
10. Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
11. Crook, C. (1999). Computers in the community of classrooms. In K. Littleton & P. Light (Eds.), Learning with computers: Analysing productive interaction (pp. 102-117). New York: Routledge.
12. Davidson, J., & Wright, J. L. (1994). The potential of the microcomputer in the early childhood classroom. In J. L. Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 77-91). Washington, DC: National Association for the Education of Young Children.
13. Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Sciences, 12(1), 91-142.
14. Dewey, J. (1920). The child and the curriculum. Chicago: University of Chicago Press. Dickinson, D. K. (1986). Cooperation, collaboration, and a computer: Integrating computer into a first-grade writing program. Research in the Teaching of English, 20(4), 357-378.
15. Dillenbourg, P. (1999). Introduction: What do you mean by “collaborative learning”? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1-19). New York: Pergamon.
16. Dyson, A. H. (1993). The social worlds of children learning to write in an urban primary school. New York: Teacher College Press.
17. Engestrom, Y. (1987). Learning by expanding: An activity-theoretical approach to development research. Helsinki, Finland: Orienta-Konsultit.
18. Fernie, D. (1990). The honeymooners: Teachers and children co-construct the school culture of a preschool. (ERIC Document Reproduction Service No. ED325210)
19. Fine, G., & Sandstrom, K. (1988). Knowing children: Participant observation with minors. Newbury Park, CA: Sage.
20. Freeman, N. K., & Somerindyke, J. (2001). Social play at the computer: Preschoolers scaffold and support peers’ computer competence. Information Technology in Childhood Education Annual, 203-213.
21. Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford, (Eds.), Perceiving, acting and knowing (pp. 67-82). New York: Wiley.
22. Granott, N. (1998). Unit of analysis in transit: From the individual’s knowledge to the ensemble process. Mind, Culture, and Activity, 5(1), 42-66.
23. Guberman, S. R., Rahm, J., & Menk, D. W. (1998). Transforming cultural practices: Illustrations form children’s game play. Anthropology and Education Quarterly, 29, 419-445.
24. Heath, C., & Hindmarsh, J. (2000). Configuring action in objects: From mutual space to media space. Mind, Culture, and Activity, 7(1&2), 81-104.
25. Hmelo, C. E., & Guzdial, M. (1996). Of black and glass boxes: Scaffolding for learning and doing. In D. C. Edelson & E. A. Domeshek (Eds.), Proceedings of ICLS 96 (pp. 128-134). Charlottesville, VA: AACE.
26. Hoadley, C. M., & Hsi, S. (1996, April). A theory of collaborative networking in the science classroom. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
27. Hutchins, E. (1991). The social organization of distributed cognition. In L. A. Resnick, R. Levine, & S. Teasley (Eds.). Perspective on socially shared cognition (pp. 238-287). Washington, DC: American Psychological Association.
28. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
29. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39-103.
30. Kalekin-Fishman, D. (1987). Performances and accounts: The social construction of the kindergarten experience. In P. A. Adler & P. Adler (Eds.), Sociological studies of child development (Vol. 2, pp. 81-104). Greenwich, CT: JAI Press.
31. Krendl, K. A., & Lieberman, D. A. (1988). Computers and learning: A review of recent research. Journal of Educational Computing Research, 4, 367-389.
32. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 17-44). Cambridge, MA: The MIT Press.
33. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Boston, MA: Cambridge University Press
34. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
35. Le Compte, M., & Goetz, J. (1984). Ethnographic data collection in evaluation research. In D. Fetterman (Ed.), Ethnography in educational evaluation (pp. 37-59). Beverly Hills, CA: Sage.
36. Leont’ev, A. N. (1981). The problem of activity in psychology. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: Sharpe.
37. Littleton, K., & Light, P. (Eds.). (1999). Learning with computers: Analysing productive interaction. New York: Routledge.
38. Lomangino, A. G., Nicholson, J., & Sulzby, E. (1999). The influence of power relations and social goals on children’s collaborative interactions while composing on computer. Early Childhood Research Quarterly, 14(2), 197-228.
39. Mendell, N. (1986). Peer interaction in day care settings: Implications for social cognition. In P. A. Adler & P. Adler (Eds.), Sociological studies of child development (Vol. 1, pp. 55-79). Greenwich, CT: JAI.
40. Noffke, S. (1997). Professional, personal, and political dimensions of action research. Review of Research in Education, 22, 305-343.
41. Norman, D. (1988). The psychology of everyday things. New York: Basic Books.
42. Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.
43. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
44. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press.
45. Roschelle, J., & Teasley, S. (1994). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69-97). Heidelberg: Springer-Verlag.
46. Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. The Journal of the Learning Sciences, 12(1), 5-52.
47. Sarama, J., & Clements, D. H. (2002). Learning and teaching with computers in early childhood education. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives on early childhood curriculum (pp.171- 219). Greenwich, CT: Information Age Publishing.
48. Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum.
49. Saxe, G. B. (1992). Studying children’s learning in context: Problems and prospects. The Journal of the Learning Sciences, 2(2), 193-212.
50. Saxe, G. B., Dawson, V., Fall, R., & Howard, S. (1996). Culture and children’s mathematical thinking. In R. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 119-144). Hillsdale, NJ: Erlbaum.
51. Saxe, G. B., & Guberman, S. R. (1998). Studying mathematics learning in collective activity. Learning and Instruction, 8(6), 489-501.
52. Scaife, M. (1989). Education, information technology and cognitive science. Journal of Computer Assisted Learning, 5(2), 66-71.
53. Scaife, M., & Rogers, Y. (1996). External cognition: How do graphical representations work? International Journal of Human-Computer Studies, 45, 185-213.
54. Sfard, A., & McClain, K. (2002). Guest editor’s introduction: Analyzing tools: Perspectives on the role of designed artifacts in mathematics learning. The Journal of the Learning Sciences, 11(2&3), 153-161.
55. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
56. Turkle, S. (1984). The second self: Computers and the human spirit. New York: Simon and Schuster.
57. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
58. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
59. Vygotsky, L. S. (1987). Thinking and speech. New York: Plenum.
60. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
61. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
62. Wertsch, J. V., Tulviste, P., & Hagstrom, F. (1993). A sociocultural approach to agency. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 336-356). New York: Oxford University Press.