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Abstract
This paper reports on a qualitative study involving fourth grade students, and two teachers in an urban, technology-rich school. The study focused on students' experiences with computers and perceptions of computers, and the effects of those factors on the way students interpret computer-supported classroom activities. Findings of the study suggest that a child's experience with and perception of computers play an important role in the child's level of confidence using computers and, without mediation from the teacher, affect the child's understanding of computer-supported classroom activities.
Introduction
We live in a world of rapid ...