Abstract
Classroom conversations are core to establishing successful learning for students. This research explored students’ conversations in technology education in the primary classroom and suggests some of the implications for teaching and learning. It used qualitative methodology which paid particular attention to the social nature of the classroom. Participants took their own photographs which were used in conjunction with a range of interviews with participants and teachers. Students’ work samples were also used to develop a rich description of classroom conversation in technology.
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Acknowledgement
I could not have undertaken this study without the unfailing love and support of my husband Mike Riley and the support, advice and direction of my three Chief Supervisors: Judy Moreland, Kathrin Otrel-Cass and John Williams. Thank you all for your time, input and patience. My second supervisor, Alister Jones, was my constant in this study. He saw value in my work when I saw only a room full of cotton wool. He made a significant contribution, not only to my thesis but also to my life.
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An electronic copy of this PhD thesis can be found at this URL: http://researchcommons.waikato.ac.nz/handle/10289/7787
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Fox-Turnbull, W. (2017). Let’s Get Kids Talking in Technology: Implications for Teachers. In: Williams, P., Barlex, D. (eds) Contemporary Research in Technology Education. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2819-9_8
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DOI: https://doi.org/10.1007/978-981-10-2819-9_8
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