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Talk Factory Generic: empowering secondary school pupils to construct and explore dialogic space during pupil-led whole-class discussions

Kerawalla, Lucinda (2015). Talk Factory Generic: empowering secondary school pupils to construct and explore dialogic space during pupil-led whole-class discussions. International Journal of Educational Research, 70 pp. 57–67.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.ijer.2014.12.003
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Abstract

This paper investigates how the application Talk Factory Generic (TF-G) can be used on an interactive whiteboard to empower 11–13 year old pupils to construct and explore dialogic space during pupil-led whole-class discussions. Findings suggest that use of TF-G needs to be orchestrated by teachers but that pupils can take responsibility for the exploration of dialogic space because they can use the dynamically unfolding representations in TF-G to monitor and guide their own progress. It is concluded that use of TF-G can enhance pupil participation, increase their confidence and help them to understand the value of exploring difference during science, mathematics and geography lessons. Future research includes investigating use of the TF-G app on mobile devices during outdoor learning activities.

Item Type: Journal Item
Copyright Holders: 2015 Elsevier Ltd.
ISSN: 1873-538X
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetThe Open University (OU)
Keywords: classroom dialogue; educational technology; exploratory talk; dialogic space --------------------------------------------------------------------------------
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Childhood Studies
Item ID: 42088
Depositing User: Lucinda Kerawalla
Date Deposited: 25 Feb 2015 16:30
Last Modified: 08 Oct 2016 08:36
URI: http://oro.open.ac.uk/id/eprint/42088
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