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|Title:||The Teacher's Balance between Structure and Flexibility in the Technology-Enhanced Collaborative Inquiry Setting|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Viilo, M., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2012). The Teacher's Balance between Structure and Flexibility in the Technology-Enhanced Collaborative Inquiry Setting. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 346-350). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||The focus of this paper rises from the dilemma created by the promises and demands of students' technology-enhanced collaborative in uiry learning on the one hand and lack of competencies in carrying the collective cognitive responsibility of in uiry on the other hand. In this study, we analyze the teacher's balancing between structure and flexibility when aiming towards supporting students in taking their own responsibility for collaborative technology-enhanced in uiry practices in an ordinary Finnish elementary-level school. The aim of the `Artifact project - the Past, the Present, and the Future' was to support students' (N 32) understanding of the diversity of artifacts. For our analysis, we selected all the video- recorded episodes that represented teacher's and students' joint whole class activities. It is concluded that in the oint activities, the responsibility for directing the in uiry varied from collectively developed to teacher directed.|
|Appears in Collections:||ICLS 2012|
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