Re: two people one computer

From: David H Kirshner (
Date: Tue Jun 14 2005 - 09:13:11 PDT

Michael Wolfe-Roth describes the most intensive research protocols I've
ever come across for tracking mutual participation at a computer terminal,
involving microanalyses of videotapes of hand motions as students point to
images on the screen. ...a fascinating read.

Wolfe, M. R. (2001). Situating cognition. In S. Barab & D. Kirshner (Eds.),
      Rethinking methodology in the learning sciences. Special issue of
      Journal of the Learning Sciences, 10(1), 27-62.

David Kirshner
Department of Curriculum & Instruction
Louisiana State University
Baton Rouge LA 70803-4728
(225) 578-2332 (225) 578-9135 (fax)

                      Mike Cole
                      <lchcmike who-is-at gmail.c To:
                      om> cc: (bcc: David H Kirshner/dkirsh/LSU)
                                               Subject: Re: two people one computer
                      06/14/2005 10:32
                      Please respond to

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 <> 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

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