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Building computer supported collaborative learning environments in early childhood classrooms

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Abstract

A Multi-touch table functions as a tablet, but allows multiple children to move around and manipulate the screen simultaneously. Using social cognitive theory (Bandura 1997) to analyze group dynamics, this study examined computer-supported collaborative learning. Children were observed and recorded for 20 min, three times a week for 5 weeks as they manipulated apps developed by Kaplan Early Learning Company for the multi-touch table Engage-2. Results indicate that the ability of multiple children to manipulate an app simultaneously encouraged collaboration while issues of personal space were rarely present. Multiple problem-solving strategies were in evidence as the children manipulated the apps. Results suggests that individual agency turned into collective agency during the app play.

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Author information

Authors and Affiliations

  1. Department of Early Childhood Education, University of Maine at Farmington, Clifton, TX, USA

    Donna Karno

  2. Early Childhood Consultant, New York City, USA

    Beth Hatcher

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  1. Donna Karno
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  2. Beth Hatcher
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Correspondence to Donna Karno.

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Conflict of interest

Dr. Donna Karno and Dr. Beth Hatcher declares that they have no conflict of interest. Kaplan Early Learning Company provided the multi-touch table for the research, but did not become involved beyond furnishing the table.

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Karno, D., Hatcher, B. Building computer supported collaborative learning environments in early childhood classrooms. Education Tech Research Dev 68, 249–267 (2020). https://doi.org/10.1007/s11423-019-09686-z

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