Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions

Abstract

Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers’ video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions.