The study of interactions and attitudes of third-grade students' learning information technology via a cooperative approach

The study uses Johnson and Johnson's Learning Together approach as a strategy for teaching third-grade learners' information literacy. The study explored the perceptions and attitudes as well as the interactive processes, behavior and patterns of K3 children learning information technology via a cooperative approach. Data collection included a survey, the instructors' observations and reflective journals as well as interviews with the students. The findings of the study are summarized in the following four areas. First, generally speaking, the study showed the positive value of a cooperative approach when effectively integrated into computer curriculums. Second, the study found that group interaction was more procedure-related, including topic choice, duty assignation, content selection, and computer operation. Third, it was found that most learners mastered computer skills, but approached their knowledge-building project with less of a sense of synthesis and integration. Finally, the study found four different forms of interactions (Individual, Authoritative, Argumentative and Consolidated) emerging during the earlier stages of learning with group cohesion increasing at later stages. It can be concluded that learners' attitudes and interactive quality in their group learning is promoted to varying degrees, and most learners are capable of mastering computer skills. However, given the time limitation of four months and that it was the instructors' and learners' first attempt at cooperative learning, there was still much to learn for mastery of the course and much to be desired in scaffolding learners' for highly effective cooperative learning. The paper concludes with some recommendations for the future design of an information technology curriculum for cooperative learning.