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

By Rupert Wegerif

This article seems at how pcs are getting used in basic 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 crew paintings round desktops? What can lecturers do to enhance this?

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Then there's a place to hide and behind justification D:Wait. Why do you want? Challenge seeks justification A:Because then we're safe Justification P: Because we're safe aren't we Justification D:Yes, but suppose someone spots our Challenge boat? A:Oh no. < previous page page_32 next page > < previous page page_33 next page > Page 33 P: OK what about defences? Say we get attacked and can't hide the boats? Then what would happen? D:What do we do if we run out of food Hypothesis, Justification + Challenge Counter challenge P: I'd say we put `Find slaves' last.

The example is, in fact, an instance of a particular kind of cumulative talk (we called it cumulative text talk) that appeared in a number of the sessions where groups were using word processors to prepare collective stories or accounts. Exploratory talk occurs in Sequence 2, where the children debate the issue of whether to be outside or inside the stable. ' Similarly, a little later when they are trying to `write themselves a role' in the story, they continue to build on each other's ideas, even when they challenge the plausibility of some of the offerings.

Levinson (1992) says that the role of questions depends on the type of game being played. In peer groups questions sometimes serve to establish both an individual and a group identity in a situation of relative ignorance. In the sequence above there was a lack of support for an initial statement of how to proceed. Clara's subsequent question not only precisely sets out the nature of her own ignorance (and incidentally of Alex's) but also made it acceptable for Betsy to take the floor as teacher.

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