The Role of the Child Microcomputer Expert in an Elementary Classroom

The interaction of the child microcomputer expert emerged as a major theme during a naturalistic study of the social interaction surrounding a microcomputer in an elementary classroom. The study was conducted in a naturally occurring classroom at the time of a microcomputer’s introduction into each of the classrooms of a private elementary school. The study employed observation, videotaping and transcriptions, questionnaires, and interviews over a period of four months, beginning two weeks before the introduction of the microcomputer and continuing for fourteen weeks afterwards. It became evident that one child had more experience with microcomputers and programs than the other students. Because the teacher was relatively inexperienced in microcomputer use, the teacher designated this child as the resource person for students learning to use the microcomputer. Several negative characteristics of the expert-peer interaction were observed. The effect on role definition of “teacher” and the frequency of interactions not conducive to learning suggest important considerations for any teacher allowing a child expert to emerge in classroom microcomputer use.