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

By Rupert Wegerif

This article seems to be at how pcs are getting used in basic study rooms and the way they can be used greater. Its 3 sections concentration upon: how can we examine studying via speak round pcs? What impacts the standard of workforce paintings round desktops? What can academics 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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In an educational setting it also becomes the responsibility of the group to progress the discussion, but to do so in ways compatible with the educational requirements of the task. Thus, peer group classroom talk shares with everyday talk the feature of being collaboratively managed and shares with institutional talk the feature of having an institutional aim. < previous page page_39 next page > < previous page page_40 next page > Page 40 Who Holds the Power in Peer Groups? The removal of the teacher does not remove inequalities of status and power and so `asymmetry' in the talk.

Asking the children afterwards who did what can also be misleading. In SLANT we have found instances where those who claim to have done most work were mistaken, and some who claimed not to have been allowed to make any decisions or key the computer had in fact dominated the activity! Pupil-Pupil Talk In this section, the contextual differences of teacher-pupil and pupil-pupil discourse will be discussed, and the features of pupilpupil talk will be examined through selected examples. If we wish to contrast teacher-pupil and pupil-pupil talk, bearing in mind teachers' strategies which seem to arise from their leadership role, and assuming for the moment an approximate equivalence between pupils, we might expect to find the following aspects of pupil-pupil talk, not common in teacher-pupil talk: No one consistent leader or initiator of exchanges.

She then considers whether some kinds of pupil talk are more educationally significant than others, and argues that exploratory talk has a distinctive and central role. This chapter contains the first published account of the three types of talkdisputational, cumulative and exploratorywhich feature prominently throughout the rest of this book. This typology develops some sociocultural concepts for analysing peer learning and so begins to fill a gap in this area noted in Chapter 2. Here Fisher presents each type of talk through a description of the functions of utterances.

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