Exploring Collaborative Learning Dynamics in Information Communication Technology among Mixed-Ability Infant School Learners in Harare, Zimbabwe
DOI:
https://doi.org/10.25159/2663-6549/18020Keywords:
mixed ability learners, infant, collaborative learners, ictAbstract
This study seeks to elicit insights into the collaborative learning dynamics in Information Communication Technology (ICT) among mixed-ability infant learners at the primary school level in Harare, Zimbabwe. Underpinned by three collaborative learning constructivism theories, distributed cognitive, Interactive and socio- cultural theory and a qualitative methodology using observation, interviews and focus group discussions, this study established that collaborative group dynamics are diverse, showing both challenges and opportunities in mixed-ability ICT classrooms. Learning is influenced by peer interaction, teacher guidance and resource accessibility. The study concludes that collaborative learning in ICT among mixed ability learners is a multi- faceted process shaped by individual abilities, group dynamics and instructional support. This underscores the dire need to design an inclusive ICT curriculum that is accommodating of diverse abilities.
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