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How do teachers help children to learn? An analysis of teachers' interventions in computer-based activities

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References

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2008‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage172 cited
2005Teachers’ Perceptions: barriers and supports to using technology in the classroom140 cited
2005

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Technology-Mediation and Tutoring: How Do They Shape Progressive Inquiry Discourse?

111 cited

2017Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development104 cited

1994The quality of talk in children's joint activity at the computer99 cited

2010Promoting metacognitive skills through peer scaffolding in a CSCL environment97 cited

1993Distinctive features of pupil‐pupil classroom talk and their relationship to learning: How discursive exploration might be encouraged81 cited

2011Making rounds: The routine work of the teacher during collaborative learning with computers71 cited

2008Scaffolding Science Teachers in Open‐inquiry Teaching70 cited

2003Is successful scaffolding an illusion? – Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project59 cited

2002Challenges for design of computer–based learning environments57 cited

2006Scaffolded Problem‐solving in the Physics and Chemistry Laboratory: Difficulties hindering students’ assumption of responsibility54 cited

2013Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context47 cited

2012Revisionist Revolution in Vygotskian Science: Toward Cultural-Historical Gestalt Psychology45 cited

2005Thinking together in the UK and Mexico: transfer of an educational innovation43 cited

2013What counts as evidence for the long-term realisation of whole-class scaffolding?42 cited