By Rupert Wegerif, Peter Scrimshaw
This article appears at how pcs are getting used in fundamental school rooms and the way they can be used larger. Its 3 sections concentration upon: how will we examine studying via speak round pcs? What impacts the standard of team paintings round pcs? What can lecturers do to enhance this?
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Extra info for Computers and Talk in the Primary Classroom (Language and Education Library , No 12)
In everyday classroom practice, numerical calculations as suggested above might well prove impractical; but where special diagnosis is required owing to a child's learning difficulties, an approach such as this could well be useful. As Brown and Ferrara (reported in Wertsch, 1985b) suggest, the testing of ZPD would require a detailed task analysis so that suitable tasks and `probes' to uncover progress can be developed. However, they report on experimental work which, through the use of prompts Page 18 to help children complete tasks, discriminated between fast and slow learners and between children who were able to transfer their new learning over a wide range of tasks as opposed to those who had only a narrow transfer range.
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.
1989; Scardemalia & Bereiter, 1991) has shown how local computer networks can provide a powerful resource for peer learning. However, there has been little research reported, until now, on the quality of children's talk around standalone computers in ordinary classrooms. Page 2 This book is an account of research which attempted to fill this gap. The chapters in this book are based upon a number of classroom research projects and evaluations carried out in the Centre for Language and Communications at the Open University, in some cases in collaboration with colleagues from the University of East Anglia.
Computers and Talk in the Primary Classroom (Language and Education Library , No 12) by Rupert Wegerif, Peter Scrimshaw