The
emerging use of technology in education brings a new scope to the traditional
forms of scaffolding implemented by educators. Scaffolding is a type of
coaching that has evolved as the integration of digital hardware is helping
students increase their development levels. For instance, the use of
audio-visual presentations has improved delivery of instruction, making it more
interactive and interesting. Also, technologically based activities support the
development of conceptual understanding, strategies and mechanisms. Originally,
scaffolding was described as a process that
enables a child or a novice to solve a problem, carry out a task, or achieve a
goal beyond his capabilities (Wood et al., 1978). In
other words, teachers would initially control all factors of the learning task.
All skills would be beyond the learner’s ability until the learner’s level of comprehension
and work capabilities developed (Rogoff, 1990).
This article demonstrated how technological scaffolding
can be effective if implemented at the
Zone of Proximal Development; the area between what a learner can do with the support
of a more knowledgeable adult or peer. The article also emphasized how technological
scaffolding is taking a new dimension through digital tools such as links, help
pages, online tutorials and social networks are becoming popular forms of contacting
instructors or peers. Although the content was redundant and overwhelming, the
evidence presented was accurate and convincing. Moreover, each section gave
insight and supporting points for each argument.
Ultimately,
the use of computed-mediated learning facilitates lesson delivery, improves
performance and allows students to achieve problem-solving skills. After
reading this article, I learned that scaffolding was designed to support the
use of higher-order thinking skills and the creation and maintenance of
effective problem solving strategies and their monitoring.
Nussbaum, M., Alvarez, C., Mcfarlane, A., Gomez, F., Claro, S., & Radovic, D. (2009). Technology As Small Group Face-to-face Collaborative Scaffolding. Computers & Education, 52(1), 147-153.
