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1. Platform for students to "park" their findings; A resource to obtain needed information

2.

Episode 1: obtain research direction

Episode 2: Through teacher facilitation and questioning, Teacher modelling

Episode 3: of learning by students (e.g. experts), students can provide their own opinions to justify their conjectures, consolidation of student learning

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Episode 1: Hinting through computer software (prompts and data base)

Episode 2: Hinting (Software) , Modeling (Tr), Questioning (Tr)

Episode 3: Hinting (Software), Modeling (Tr/S), Questioning (Tr/S), Feedback (Tr)

Main Aim of Using Technology

To support independent/ self directed learning

To provide large data base of hints

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1) The technology is used as a productive tool in which the students could easily access the data through which the students learn the disciplinary ways of knowing, doing and communicating. It is also a good cognitive tool through which it reduces extraneous load when students processes the data.

2) E.g. 1: Through dialogue such as IRE (initiation-response-evaluation). E.g. 2: Modelling the way.

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1)

- Technology allows for the activity to be carried out beyond the classroom. For the activity where the students had to come up with a list of questions, this activity could have been done on pen and paper if it was just confined to the classroom.

- Self-checking tool

- Database to source for answers to the questions posed.

2)

- co-construction of questions and source for answers

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Main aim of using technologies:

1. The use of technologies allow for quick data representation and visual analysis. ( Scaffolding function: direction maintenance)

2. The back-end data base available to provide information at the point of need and be book-marked. (scaffolding functions: marking critical features)

3. Replaces the 'teacher expert'; teacher as facilitator.

4. Providing feedback through student-software interactions as well as for teachers to check progress of students' learning.

Through what means do we accomplish our task:

Case-based approach where the information is provided in a paper

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1) More interactive learning, student's inputs can be shared with the rest live, just like what we are doing now

2) Hints and questioning

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1. The use of technology is a low cost and low risk strategy to implement scaffolds. Also it allows the scaffolds to be reusable.

2. Tools in the form of software technology can enable or help in the design of the task to achieve the intended outcome(s). Likewise, the portable nature and ease of storage of software technology are some enabling characteristics for the use of software in design.

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Actually, the way we design the scaffold will determine the purposes of how technology enable and enhance students' learning.

Eg. Technology provides a asynchronous learning platform where students can have time to understand/read up something before they collaborate on a digital platform.

Eg. Using Technology for scaffolding also allow visualisation and understanding of a concept that may be difficult for a teacher to illustrate in a classroom

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1) It is to allow us to do tasks more quickly to a certain extent and also to allow us to get through routines that we have planned previously into action. We can use it to guide and handhold students in the process of learning. It is also distributing work. Offloading in the process of developing tasks to ensure students and teachers are able to cope.

2) Through pedagogical Design. We must plan tasks and problems by design to ensure that students are engaged in the process of learning. More specifically we can use a combination of hints, feedback, modelling and questioning. The two main dimensions in focus is that the software scaffolds and teacher models. This is known as the distributed scaffolding system. Refer to page 320-326 for specific definitions of the Tabak article.

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1. What is the main aim of using technologies in Scaffolding?

2. Through what means do we accomplish our task (i.e: through task design, different tools etc)?