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Extra resources for Computers and Talk in the Primary Classroom (Language and Education Library , No 12)
Example text
Firstly, most theories of learning and cognitive development have focused on the individual to the extent that cultural and interactional factors in learning and development are marginalised or even ignored. ; Edwards & Mercer, 1987; Mercer, 1992; Walkerdine, 1984). In research into computer-based learning, the influence of Piagetian ideas has been particularly strong. This is well exemplified by the work of Papert (1980), who promotes a radical `discovery-learning' approach to learning through LOGO, in which the child's relationship with a human teacher is supplanted by an individualised computer-based learning environment.
Neil Mercer and Eunice Fisher then explore the ways in which teachers intervene in children146s activities at the computer and how their interventions could be improved. In Chapter 16, Madeline Watson gives an account of how the literature on classroom interventions and the findings of research, in particular the awareness of the gender effects she describes in her earlier chapter, fed into the development of a teaching strategy which improved the way children relate to each other in groups around the computer.
The expectations of children, their roles, and what they learn are all shaped by the talk of the teacher in setting up exercises and by the way that the children talk together. Our sociocultural approach suggests that the construction of knowledge together is the construction of a shared linguistic context through talk. The talk of children together around computers is looked at in two ways: both from the point of view of how this talk constructs context and from the point of view of how elements of context impact upon this talk.