Building computer supported collaborative learning environments in early childhood classrooms

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.