Computers in the classroom: mindtools for critical thinking
Computers in the classroom: mindtools for critical thinking
Computers as Cognitive Tools: No More Walls
Computers as Cognitive Tools: No More Walls
Designing hypermedia tools for solving problems in mathematics
Computers & Education
Knowledge building in asynchronous discussion groups: going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Does lego training stimulate pupils' ability to solve logical problems?
Computers & Education
Group mirrors to support interaction regulation in collaborative problem solving
Computers & Education
Harmonizing technology with interaction in blended problem-based learning
Computers & Education
Factors related to pedagogical beliefs of teachers and technology integration
Computers & Education
Scaffolding strategies for supporting middle school students' online inquiry processes
Computers & Education
Improving Information Problem Solving skills in Secondary Education through embedded instruction
Computers in Human Behavior
Scaffolding information problem solving in web-based collaborative inquiry learning
Computers & Education
Integrating computer- and teacher-based scaffolds in science inquiry
Computers & Education
The role of sub-problems: supporting problem solving in narrative-centered learning environments
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Participatory evaluation of an educational game for social skills acquisition
Computers & Education
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With the expanding availability and capability of varied technologies, classroom-based problem solving has become an increasingly attainable, yet still elusive, goal. Evidence of technology-enhanced problem-solving teaching and learning in schools has been scarce, understanding how to support students' problem solving in classroom-based, technology-enhanced learning environments has been limited, and coherent frameworks to guide implementation have been slow to emerge. Whereas researchers have examined the use and impact of scaffolds in mathematics, science, and reading, comparatively little research has focused on scaffolding learning in real-world, everyday classroom settings. Web-based systems have been developed to support problem solving, but implementations suggest variable enactment and inconsistent impact. The purpose of this article is to identify critical issues in scaffolding students' technology-enhanced problem solving in everyday classrooms. First, we examine two key constructs (problem solving and scaffolding) and propose a framework that includes essential dimensions to be considered when teachers scaffold student problem solving in technology-rich classes. We then investigate issues related to peer-, teacher-, and technology-enhanced scaffolds, and conclude by examining implications for research.