Investigating verbal interactions when primary chidren use computers

Wild, Martyn

doi:10.1111/j.1365-2729.1996.tb00039.x

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…Recent research into the use of educational ICT has focused primarily on social interaction and group work (Wild, 1996), student achievement levels (Jackson & Kutnick, 1996) and curriculum development. Very little study has focused upon promoting creative thinking through the use of online technologies, and this paper attempts to contribute to this area.…”

Section: Introductionmentioning

confidence: 99%

Promoting creative thinking through the use of ICT

Wheeler¹,

Waite

Bromfield³

2002

Computer Assisted Learning

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A great deal has been written about the use of web‐based technologies such as the Internet in promoting learning in education. In schools, research has focused primarily on social interaction and group work, student achievement levels and curriculum development. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT) in a rural primary school in South‐west England. The school is unique because it provides a personal networked computer for each of its 41 Year 6 students (aged 10–11 years). A small group of students were interviewed about the learning activities they engaged in over the year, and this paper reports on initial findings with a special emphasis on creative working and thinking (n = 6). A model of creativity is presented with three discrete but related modes of activity — problem solving, creative cognition, and social interaction. The paper provides new findings about the nature of creativity in the context of computer based learning environments.

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Section: Introductionmentioning

confidence: 99%

Promoting creative thinking through the use of ICT

Wheeler¹,

Waite

Bromfield³

2002

Computer Assisted Learning

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“…Cummings, 1985; Light, 1993; Crook, 1994; Wegerif & Mercer, 1996). However, there is a growing movement questioning whether groups are indeed the most appropriate for all computer‐based activities, and encouraging teachers to consider the type of task being set in relation to learning and performance requirements (Pritchard, 1993; Wild, 1996). This reprises the criticisms of the use of groupwork for other types of classroom learning activities (Boydell, 1975; Galton et al ., 1980; Hastings & Schwieso, 1995).…”

Section: Introductionmentioning

confidence: 99%

Principles and practical grouping for the use of drill and practice programs

Jackson

Kutnick

Kington

2001

Computer Assisted Learning

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A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer‐based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task‐focused and to complete tasks successfully than children working in pairs. Differences were found in off‐task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre‐existing knowledge.

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Children’s Talk and Computers

Scrimshaw

1997

Oral Discourse and Education

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Investigating verbal interactions when primary chidren use computers

Cited by 4 publications

References 19 publications

Promoting creative thinking through the use of ICT

Promoting creative thinking through the use of ICT

Principles and practical grouping for the use of drill and practice programs

Children’s Talk and Computers

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