The use of technology to promote collaborative learning in inclusive education in primary school
1University of Oulu, Faculty of Education, Department of Educational Sciences and Teacher Education, Educational Sciences
|Online Access:||PDF Full Text (PDF, 6.2 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-201410221949
|Publish Date:|| 2014-10-27
|Thesis type:||Master's thesis
This study investigated the utilization of Computer Supported Collaborative Learning (CSCL) software and applications and its associated theories of learning and pedagogical models into inclusive classroom as well as conception of knowledge of diverse pupils in collaborative learning groups.
A second grade class of a primary school in the northern Finland is used as a case of study. There are a total number of 23 participants for data triangulation; these include 21 pupils, one teacher and her assistant. The groups of 2 to 6 pupils were formed in five different computer science lessons. The principal data were collected through observation, however interview, questionnaire, documentation were also part of the data collection, which made it a methodological triangulation. The data were analysed using thematic analysis, content analysis and percentage analysis.
The data showed that the use of CSCL software and applications with its various scaffolding icons in inclusive classroom of diverse pupils, has helped the pupils in developing good reading, writing, and information assessment skills, as well as discovery of new ideas, hence motivates and makes learning easier.
The data suggested that the CSCL software and applications are a resourceful way of learning social skills because the group members share one laptop, to cooperatively a group task done. From these findings one can tentatively argue that the creation of pedagogical environment, which involves application of various pedagogical strategies like changing the seating arrangements, regrouping the pupils, as well as changing teaching methodologies; has greatly helped pupils to be more creative and think critically. The data also suggested that the results for the given tasks were relatively the same for all the groups, irrespective of the participating group members learning abilities.
One can claim that the implication of the use of collaborative learning groups of diverse pupils assisted by CSCL should focus basically on how to promote trialogical activities, interactions of pupils to pupils, pupils to teachers and pupils to learning materials & ICT tools and scaffoldings.
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