Download Computers and Talk in the Primary Classroom (Language and by Rupert Wegerif PDF

By Rupert Wegerif

This article seems to be at how pcs are getting used in fundamental study rooms and the way they can be used higher. Its 3 sections concentration upon: how will we examine studying via speak round desktops? What impacts the standard of workforce paintings round desktops? What can lecturers do to enhance this?

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Extra resources for Computers and Talk in the Primary Classroom (Language and Education Library)

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Talk in which ideas are not made explicit or which are purely operational/directing also lacks collaborative elements. For example: Pupil 1: Your go (Press space bar) Pupil 2: OK Teachers, Pupils and their Influence on Discourse From the above it seems that pupil-pupil talk contains very different features from the teacher-pupil talk, described above. Most notably, it lacks the teacher strategies described by Edwards and Mercer (1987) though it does contain genuine questions or requests for information.

1992; Mercer, 1991). Teachers too seem to find the concept very appealing, perhaps because it resonates with their own intuitive conceptions of what it means to intervene successfully in children's learning. It has also begun to appear in studies of computer-based learning. However, it has been used without being operationally defined for the classroom, and so is used loosely and given a variety of covert interpretations. , (1991: 219), in their study of pupil discussion in computer-based learning, say: `We refer to scaffolding as ''hooks" available in any setting which assist pupils in overcoming significant obstacles in the generalisation < previous page page_18 next page > < previous page page_19 next page > Page 19 process'; while Emihovich and Miller (1988), in a study of young children being instructed in the use of LOGO, employ the term only to refer to teachers' express guidance, through talk, to the children.

Their resulting concepts may perhaps still be ill-matched to those of the teacher or other `expert', but in seeking solutions to their task and in orally formulating those solutions, it is suggested that the participants will at the very least develop their awareness of the major points at issue. They may also, through their joint resolution of the task in hand, move nearer to a workable or teacheracceptable definition. It should be remembered that in classroom peer-group learning contexts, pupils do not generally work without the support of a teacher, even though she may not be actively involved in the particular task.

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