I wrote about the interactions between dyads at a computer and how their
interactions (and the interactions in subsequent whole class discussions)
contributed to their learning trajectories.
Enyedy, N. (2003). Knowledge construction and collective practice: At the
intersection of learning, talk, and social configurations in a
computer-mediated mathematics classroom. The Journal of the Learning
Sciences, 12(3) 361-408.
Also, in the same issue Brigid Barron wrote about tryads at the computers
focusing on some of the downsides to group interactions at the computer.
Baron, B. (2003). When smart groups fail. The Journal of the Learning
Sciences, 12(3) 309-360.
In science Phil Bell looks at dyads and their argumentation strategies while
working in pairs at the computer
Bell, P. (2004). Promoting Students' Argument Construction and Collaborative
Debate in the Science Classroom, in M. Linn, E. Davis, & P. Bell (eds.)
Internet Environments for Science Education. Lawrence Erlbaum Associates
I am sure there are many more but those are the first few that came to mind.
on 6/14/05 8:32 AM, Mike Cole at firstname.lastname@example.org wrote:
> Barbara-- The vast majority of interactions in our afterschool centers
> involved 2-3 participants at one
> computer. Some game consoles allow multiple participants and even at a
> keyboard with a mouse, very
> interesting divsions of labor leading to cross-talk of a problem solve sort is
> routine. Such outcomes can
> be enhabed by making the work at the computer link to other tasks, such as
> writing up something or
> conbributing to some sort of group project that is not computer-bound. One
> lonely kid at one computer
> is the least pedagogically attractive alternative in most cases. That, at
> least, is my experience.
> On 6/14/05, B Smith <email@example.com> wrote:
>> Dear folks on xmca,
>> I am really interested in reading studies that speak to
>> two students using one computer. When our Board of Governors granted us funds
>> for a laptop cart with 10 computers, I was thrilled at the opportunity to
>> promote more partner collaboration on various classroom inquiries. If we
>> received funding for a full class set, my teachers would have naturally moved
>> into the "teach the individual" mode, but I see this as a great opportunity.
>> Working one machine to one students is not an opportunity for
>> co-construction of knowledge.
>> Very eager to read or hear more about pedagogically sound reasons why this
>> can be a rich and rewarding experience.
>> Barbara Smith
>> The Sterling Hall School
>> Toronto, Canada
-- Noel Enyedy, Assistant Professor University of California at Los Angeles Graduate School of Education & Information Studies 2323 Moore Hall, Box 951521 Los Angeles, CA 90095-1521
Office (310) 206-6271 FAX (310) 206-6293
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