Skip to main content
Article thumbnail
Location of Repository

Stand-alone computers supporting learning dialogues in primary classrooms

By Rupert Wegerif, Karen Littleton and Anne Jones


This paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation Discussion Response Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues

Topics: LB, L1
Year: 2005
OAI identifier:
Provided by: e-Prints Soton

Suggested articles


  1. (1992). Characteristics of children’s talk at the computer and its relationship to the computer software.
  2. (2001). Classroom Discourse: The Language of Teaching and Learning,
  3. (1996). Collaborative learning and directive software.
  4. (1993). Computer-Mediated Zones of Engagement in Learning’,
  5. (2003). Computers and Learning Conversations.' Paper Presented at the 'Learn IT' Seminar,
  6. (1997). Factors affecting the Quality of Children's Talk at Computers. In
  7. (1994). Investigating Classroom Talk.
  8. (2004). Reasoning as a scientist: ways of helping children to use language to learn science.
  9. (1995). The Guided Construction of Knowledge. Clevedon: Multilingual Matters,
  10. (2004). Thinking and learning with ICT: raising achievement in primary classrooms.
  11. (2001). Using a computer application to investigate social information processing in children with emotional and behavioural difficulties,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.