Software style and interaction around the microcomputer
Computers & Education
Computers and the collaborative experience of learning
Computers and the collaborative experience of learning
Computer mediated interaction in Asperger's syndrome: the Bubble Dialogue program
Computers & Education
Life on the Screen: Identity in the Age of the Internet
Life on the Screen: Identity in the Age of the Internet
Learning and Teaching with Computers: The Artificial Intelligence Revolution
Learning and Teaching with Computers: The Artificial Intelligence Revolution
Towards a dialogic understanding of the relationship between CSCL and teaching thinking skills
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
An investigation of children's conceptualisation of computers and how they work
Education and Information Technologies
Educational software for improving learning aspects of Newton's Third Law for student teachers
Education and Information Technologies
Interactivity in the classroom and its impact on learning
Computers & Education
Education and Information Technologies
Journal of Integrated Design & Process Science
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Much recent educational research focuses on teaching and learning within classroom conversations. This raises the question of the role of ICT as a support for such conversations. The central argument of this paper is that the dual nature of computers, as machines (objects) which can be made to act as if they were people (subjects), allows them to play a potentially distinctive and valuable role within educational conversations. This role is to resource and, at the same time, to frame and direct, learning conversations amongst small groups of children. Evidence in support of this argument is provided through the findings of an empirical study. In the study preparation for group work at computers was combined with the use of principles for the selection and design of software in order to develop educational activities to support discussion within the science and maths curricula over one year. One hundred and nineteen children aged between nine and ten participated in the study. The evaluation included video-recording, transcript analysis and a matching control group who covered the same areas of the curriculum without the intervention. The qualitative findings show learning occurring in the talk of the children working around computers and the quantitative findings suggest that this approach can produce significant learning gains within the normal curriculum.