Teachers’ Instructional Scaffolding and Collaborative Peer in an Innovative Information Technology-based Learning Environment

چکیده مقاله

The socio-cultural theory propagates that teacher’s scaffolding enhances students’ language learning and that scaffolding comes in various forms and at various points of learning. The nature of the role assumed by the teacher is crucial in the promotion of successful learning and collaboration in Information and Communication Technology based (ICT-based) environments. This paper presents a study on the teaching and learning of content area subjects - science and mathematics in English that illuminated the role of code-switching as a form of teacher’s scaffolding. This article discusses the change in the notion of scaffolding from a description of the interactions between a tutor and a student to the design of tools to support student learning in project- based and design-based classrooms. The notion of scaffolding is now increasingly being used to describe various forms of support provided by software tools, curricula, and other resources designed to help students learn successfully in a classroom. However, some of the critical elements of scaffolding are missing in the current use of the scaffolding construct. Although new curricula and software tools now described as scaffolds have provided us with novel techniques to support student learning, the important theoretical features of scaffolding such as ongoing diagnosis, calibrated support, and fading are being neglected. This article suggested that if tools are designed based on the multiple levels of the student understanding found in a classroom, tools themselves might be removed to achieve fading.        

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