Skip to main content
SpringerLink
Log in

Children’s Talk and Computers

  • Chapter
Oral Discourse and Education

Part of the book series: Encyclopedia of Language and Education ((LANG,volume 3))

  • 355 Accesses

Abstract

The development of an interest in computers and children’s talk is understandably quite recent. It grows out of the convergence of four main strands of related research, namely the development of a social constructivist theory of the relationship between language and learning, the growth of classroom discourse analysis, largely experimental studies of cooperative learning amongst children, and non-language related research on computers and children’s learning (see the reviews by Snyder in Volume 8 and by Abbott in Volume 2).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adams, A., Tweddle, S., Clarke, S., Scrimshaw, P. & Walton, S.: 1997, English for Tomorrow, Open University Press, Buckingham.

    Google Scholar 

  • Anderson, A., Tolmie, A., McAteer, E. & Demissie, A.: 1993, ‘Software style and interaction around the computer’, Computers in Education 20(3), 235–250.

    Article  Google Scholar 

  • Bennett, N. & Cass, A.: 1988, ‘The effects of group composition on group interactive processes and pupil understanding’, British Educational Research Journal 15(1), 19–32.

    Article  Google Scholar 

  • Cazden, C.: 1988, Classroom Discourse, Heinemann Educational Books Inc. Portsmouth NH.

    Google Scholar 

  • Crook, C.: 1994, Computers and the Collaborative Experience of Learning, Routledge, London and New York.

    Google Scholar 

  • Cummings, R.: 1985, ‘Small-group discussions and the microcomputer’, Journal of Computer Assisted Learning 1(3), 149–158.

    Article  Google Scholar 

  • Dawes, L.: 1997, ‘Teaching talking’, in R. Wegerif & P. Scrimshaw (eds.), Computers and Talk in the Primary Classroom, Multilingual Matters Ltd, Clevedon, 189–195.

    Google Scholar 

  • Edwards, D. & Mercer, N.: 1987, Common Knowledge: The Development of Understanding in the Classroom, Methuen and Co Ltd., London.

    Google Scholar 

  • Emihovich, C. & Miller, G.: 1988, ‘Talking to the turtle: A discourse analysis of logo instruction’, Discourse Processes 11, 182–201.

    Article  Google Scholar 

  • Fisher, E.: 1993, ‘Characteristics of children’s talk at the computer and its relationship to the computer software’, Language and Education 7(2), 97–114.

    Article  Google Scholar 

  • Foot, H.C., Morgan, M.J. & Shute, R.H. (eds.): 1990, Children Helping Children, John Wiley.

    Google Scholar 

  • Hicks, D. (ed.): 1996, Discourse, Learning and Schooling, Cambridge University Press, Cambridge.

    Google Scholar 

  • Hoyles, C., Healy, L. & Sutherland, R.: 1991, ‘Patterns of discussion between pupil pairs in computer and non-computer environments’, Journal of Computer Assisted Learning 7, 210–228.

    Article  Google Scholar 

  • Kampulainen, K.: 1996, ‘The nature of peer interaction in the social context created by the use of word processors’, Learning and Instruction 6(3), 243–261.

    Article  Google Scholar 

  • King, A.: 1989, ‘Verbal interaction and problem-solving within computer-assisted cooperative learning groups’, Journal of Educational Computing Research 5(1), 1–15.

    Article  Google Scholar 

  • Littleton, K., Light, P., Barnes, P., Messer, D. & Joiner, R.: 1993, ‘Gender effects and software effects in computer-based problem solving’, Paper presented at the Society for Research in Child Development, New Orleans, March.

    Google Scholar 

  • Mercer, N.: 1995, The Guided Construction of Knowledge: Talk amongst Teachers and Learners, Multilingual Matters, Clevedon.

    Google Scholar 

  • Mercer, N. & Fisher, E.: 1992, ‘How do teachers help children to learn? An analysis of teachers’ interventions in computer-based tasks’, Learning and Instruction 2, 339–355.

    Article  Google Scholar 

  • Moll, L.C. (ed.): 1990, Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, Cambridge University Press, Cambridge.

    Google Scholar 

  • Olson, J.: 1988, SchoolworldslMicroworlds: Computers and the Culture of the Classroom, Pergamon Press, Oxford.

    Google Scholar 

  • O’Shea, T. & Self, J.: 1983, Learning and Teaching with Computers, Harvester Press, Brighton.

    Google Scholar 

  • Papert, S.: 1980, Mindstorms: Children, Computers and Powerful Ideas, Basic Books, New York.

    Google Scholar 

  • Pea, R. & Scheingold, K. (eds.): 1987, Mirrors of Minds: Patterns of Experience in Educational Computing, Ablex Publishing Corporation, Norwood, NJ.

    Google Scholar 

  • Sinclair, J. & Coulthard, R.: 1975, Towards an Analysis of Discourse: the English used by Teachers and Pupils, Oxford University Press, London.

    Google Scholar 

  • Scardamalia, M. & Bereiter, C.: 1992, ‘Text-based and knowledge-based questioning by children’, Cognition and Instruction 9(3), 177–199.

    Article  Google Scholar 

  • Scardamalia, M. & Bereiter, C.: 1994, ‘Computer support for knowledge — building communities’, The Journal of the Learning Sciences 3(3), 265–283.

    Article  Google Scholar 

  • Schofield, J.W.: 1995, Computers and Classroom Culture, Cambridge University Press, Cambridge.

    Book  Google Scholar 

  • Scrimshaw, P. (ed.): 1993, Language, Computers and Classrooms, Routledge, London.

    Google Scholar 

  • Swann J.: 1997, ‘Tinker Town: Reading and rereading children’s talk around the computer’, in R. Wegerif & P. Scrimshaw (eds.), Computers and Talk in the Primary Classroom, Multilingual Matters Ltd., Clevedon, 133–150.

    Google Scholar 

  • Teasley, S.D.: 1995, ‘The role of talk in children’s peer collaborations’, Developmental Psychology 31(2), 207–220.

    Article  Google Scholar 

  • Tolmie, A. & Howe, C.: 1993, ‘Gender and dialogue in secondary school physics’, Gender and Education 5(2), 191–209.

    Article  Google Scholar 

  • Underwood, G.: 1994, ‘Collaboration and problem solving: Gender differences and the quality of discussion’, in J. Underwood (ed.), Computer Based Learning: Potential into Practice, David Fulton Publishers, London.

    Google Scholar 

  • Vygotsky, L.S.: 1962, Thought and Language (E. Hanfmann, G. Vakar, Trans.), MIT Press, Cambridge, Mass.

    Book  Google Scholar 

  • Vygotsky, L.S.: 1978, Mind in Society: The Development of Higher Psychological Processes, edited by M. Cole, V. John-Steiner, S. Scribner and E. Souberman, Harvard University Press, Cambridge.

    Google Scholar 

  • Watson, M.: 1997a, ‘The gender issue: Is what you see what you get?’, in R. Wegerif & P. Scrimshaw (eds.), Computers and Talk in the Primary Classroom, Multilingual Matters Ltd, Clevedon, 151–167.

    Google Scholar 

  • Watson, M.: 1997b, ‘Improving group work at the computer ‘, in R. Wegerif & P. Scrimshaw (eds.), Computers and Talk in the Primary Classroom, Multilingual Matters Ltd, Clevedon.

    Google Scholar 

  • Wegerif, R.: 1996, ‘Collaborative learning and directive software’, Journal of Computer Assisted Learning 12(1), 22–32.

    Article  Google Scholar 

  • Wegerif, R. & Dawes, L.: 1997, ‘Computers and exploratory talk: An intervention study’, in R. Wegerif & P. Scrimshaw (eds.), Computers and Talk in the Primary Classroom, Multilingual Matters Ltd., Clevedon, 227–239.

    Google Scholar 

  • Wegerif, R. & Mercer, N.: 1997, ‘A dialogical frame work for researching peer talk’, in R. Wegerif & P. Scrimshaw (eds.), Computers and Talk in the Primary Classroom, Multilingual Matters Ltd, Clevedon, 49–61.

    Google Scholar 

  • Wegerif, R. & Scrimshaw, P. (eds.).: 1997, Computers and Talk in the Primary Classroom, Multilingual Matters Ltd., Clevedon.

    Google Scholar 

  • Wild, M.: 1996, ‘Investigating verbal interaction when primary children use computers’, Journal of Computer Assisted Learning 12(2), 66–77.

    Article  Google Scholar 

  • Wild, M. & Braid, P.: 1996, ‘Children’s talk in cooperative groups’, Journal of Computer Assisted Learning 12(4), 216–232.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Open University, England

    Peter Scrimshaw

Authors
  1. Peter Scrimshaw
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. James Cook University, Australia

    Bronwyn Davies

  2. The Ontario Institute for Studies in Education, University of Toronto, Canada

    David Corson

Rights and permissions

Reprints and permissions

Copyright information

© 1997 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Scrimshaw, P. (1997). Children’s Talk and Computers. In: Davies, B., Corson, D. (eds) Oral Discourse and Education. Encyclopedia of Language and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4417-9_22

Download citation

  • DOI: https://doi.org/10.1007/978-94-011-4417-9_22

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-7923-4930-3

  • Online ISBN: 978-94-011-4417-9

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation