Search results for author:"Brigid Barron"
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Journal of the Learning Sciences Vol. 12, No. 3 (2003) pp. 307–59
Investigates how collaborative interactions influence problem solving outcomes. Analyzes conversations between 12 sixth grade triads using both qualitative and quantitative methods. Describes a dual-space model of what collaboration requires to...
Journal of Educational Computing Research Vol. 31, No. 1 (Jan 01, 2004) pp. 1–36
The concern with a "digital divide" has been transformed from one defined by technological access to technological prowess--employing technologies for more empowered and generative uses such as learning and innovation. Participation in technological ...
Journal of the Learning Sciences Vol. 9, No. 4 (2000) pp. 403–36
Investigates interactive processes among group partners and the relationship of these processes to problem-solving outcomes in two contrasting groups. Identifies three major contrastive dimensions in group interaction: (1) he mutuality of exchanges; ...
Sparking Self-Sustained Learning: Report on a Design Experiment to Build Technological Fluency and Bridge Divides
International Journal of Technology and Design Education Vol. 17, No. 1 (January 2007) pp. 75–105
In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14-18) computer technology courses. In our first study, we share ...
Predictors of Creative Computing Participation and Profiles of Experience in Two Silicon Valley Middle Schools
Computers & Education Vol. 54, No. 1 (January 2010) pp. 178–189
Examination of the "digital divide" has increasingly gone beyond the study of differences in physical access to computers to focus on individuals' use of technological tools for empowered and generative uses. In this research study, we investigated...
- Barron, Brigid (5)
- Martin, Caitlin Kennedy (2)
- Roberts, Eric (1)
- Schatz, Colin (1)
- Walter, Sarah E. (1)