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This study reported in this book was based on the premisethat effective use of computers to support teaching and learning isnot achieved by merely providing access to computers rather, theagent of change is a teachers pedagogy and practice. This booktherefore contributes to understandings about teacher supportstrategies and particularly the process of teacher scaffolding whenchildren are working with computers. Although it may seem to acasual observer that scaffolding happens naturally in a classroom,on closer inspection it appears that a teacher must conscientiouslyselect and implement strategies in order to support and extendtheir students. Further, a teacher should not expect to merelyscaffold childrens learning if and when the opportunity arises.Rather, teachers need to deliberately plan for activities thatpromote scaffolding opportunities and also plan their own teachingso they are available to make the most of the learning moments. Thestrategies provided in this book provide useful advice for teacherswho would like to use computers effectively to supportlearning.
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