Developmental Scaffolding: Tech Teaching
Developmental Scaffolding: Tech Teaching
(Developmental Scaffolding: Tech Teaching)
Developmental scaffolding in tech teaching involves providing structured support to learners as they acquire new skills and knowledge in technology-related fields. Similar to scaffolding in construction, where temporary structures support workers as they build, educational scaffolding provides learners with the assistance they need to accomplish tasks beyond their current abilities.
This approach acknowledges that learners may need different levels of support at different stages of their development. For instance, beginners might require more guidance and explicit instruction, while advanced learners may benefit from more independence and exploration.
In tech teaching, scaffolding techniques could include providing step-by-step instructions, offering examples and models, breaking down complex concepts into smaller, more manageable parts, and offering opportunities for practice and feedback. Additionally, mentors or instructors play a crucial role in scaffolding by offering guidance, encouragement, and constructive feedback.
By scaffolding learning experiences effectively, educators can help learners build their skills incrementally, leading to greater mastery and confidence in navigating the complexities of technology. This approach fosters a supportive learning environment where learners feel empowered to take risks, make mistakes, and ultimately grow into proficient and self-reliant technologists.
Developmental Scaffolding: Tech Teaching
For this Discussion, you will examine the zone of proximal development (ZPD), scaffolding in learning situations, and the internalization of social speech.
To prepare
- Review Chapter 9 of the Newman and Newman course text and consider the zone of proximal development (ZPD) in relation to teaching a new skill.
- Select an individual you would like to teach a new technology and consider the age of the individual so it matches a particular developmental period: childhood, adolescence, adulthood, or late adulthood.
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
Articles to read;
Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312–320.
Retrieved from the Walden Library databases.
Kavanaugh, A., Puckett, A., & Tatar, D. (2013). Scaffolding technology for low literacy groups: From mobile phone to desktop PC? International Journal of Human-Computer Interaction, 29(4), 274–288.
Retrieved from the Walden Library databases.
Optional Resources
Gredler, M. E. (2012). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1), 113–131.
