Year: 2010
Type: article
Abstract: This research project was undertaken in a time of increasing emphasis on the exploration of young children's learning and thinking at computers.The purpose of this study was to describe and interpret the characteristics of metaknowing talk that occurred during learning experiences with computers in a kindergarten community of learners.This study involved a kindergarten class that included 12 boys and 11 girls and a head teacher.Classroom participant observation was the primary source of data collection.Data were gathered in the naturalistic context in both their regular classroom and in a technology-rich classroom.Learning experiences with computers were audio or video recorded to generate detailed data and later transcribed.Data analysis was guided by the grounded theory approach (Strauss & Corbin, 1998), and ATLAS.tiqualitative data analysis software was used for coding and memo-writing.The grounded theory investigation resulted in two broad categories and nine subcategories of young children's metaknowing talk, which embodied contextual and conditional factors influencing purposeful metaknowing talk and further social interactions during learning experiences with computers.According to the findings young children's metaknowing talk contributes to the development of social interactions that support the children's individual and shared understanding of significant role throughout my journey to obtain a doctoral degree.I attribute my success to her never-ending support as well as the many challenges she offered me.During the years that I have worked on this study, my committee provided consistent support and inspiration.I wish to extend a special thank you to Dr. Gen Davis, Dr. Kim Sebaly, and Dr. Karen Swan.I am also grateful to the many amazing professors, teachers, and colleagues with whom I have had the good fortune to interact during my graduate years.I am thankful for the participants who chose to share their classroom lives.Nor would the study have been possible without classroom teacher Becky Farrar and her kindergarten students.In particular, I am grateful to the administrators and staff of the AT&T classroom for their support and encouragement.Finally, I would also like to acknowledge the endless generosity and patience of my family.
Author: Ji Young Choi
Institution: Kent State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W329869004