Extending the Scaffolding Metaphor |
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| Authors: | Susanne P Lajoie |
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| Institution: | (1) Department of Educational and Counselling Psychology, Faculty of Education, McGill University, 3700 McTavish, Montreal, QC, H3A 1Y2, Canada |
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| Abstract: | A brief overview overview is provided of how the scaffolding metaphor has been defined in educational contexts. This includes
a discussion of what theories guide decision-making regarding what to scaffold as well as considerations as to whom or what
does the scaffolding (human teachers, peers and tutors or computer tutors or support tools designed for learning environments).
The scaffolding construct intersects instruction and assessment in that instructors assess learners to determine what type
or level of scaffold is sufficient to help learners reach their potential. Such assessments are dynamic and ongoing and can
occur through dialogue and social interactions with or without the use of technology. Hence scaffolds are provided when and
where necessary but they are also removed when evidence of learning exists. This article describes how the contributors to
this issue have extended the scaffolding metaphor to open-ended technology based environments. Empirical studies are reviewed
with regard to how they extend the scaffolding metaphor in terms of the theories that guide the design of scaffolds, the metrics
designed to assess how scaffolding affects learning and in terms of teaching scaffolding techniques to others. |
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