Computing Environments in Elementary Classrooms

Abstract

The paper discusses the implementation of computers in three schools studied over two years as part of a comparativethnography. The paper develops an analysis of the three sites, arguing the importance of blending supportive pedagogy with environments for improving learning outcomes. The paper illustrates instances where differences in organization, planning, and practice in individual classrooms varies positively or negatively depending on how children are able to learn. The paper furnishes instances where such factors may influence positive outcomes with a range of populations, including classrooms containing high proportions of working class and ethnically mixed children.