IT’s all talk?

Monaghan, Frank (2001). IT’s all talk? In: Goodwin, Prue ed. The articulate classroom: talking and learning in the primary school. David Fulton, pp. 77–82.

URL: https://www.routledge.com/The-Articulate-Classroom...

Abstract

An edited collection of articles by leading educationalists and teacher educators on the place of talk in the primary curriculum. Each chapter reflects on theoretical aspects of oracy translated into manageable practice.
Articles, grouped according to a flexible framework, explore: the importance of talk in learning; discursive and interactive classrooms; talking and learning in the early years; talk across the curriculum; and the importance of storytelling and drama.

Plain Language Summary

This chapter describes the use of a newly developed program, Fabula, in a primary school in Swansea. The aim is to focus on the 'ordinary' use of such software and to highlight the integral role played by talk in its success. A further aim was to support, enhance and promote the use of the lesser-used languages of Europe, with partners working in and with schools teaching Basque, Catalan, Frisian, Irish, Welsh, Dutch, English, French, and Spanish. In the UK, the researchers from Reading and Brighton Universities worked with three primary schools (two English-medium and one Welsh-medium) in Swansea, and the chapter reports on the work carried out with a Year 5 class in one of the English-medium schools. The Fabula Project required children (and teachers) to employ their information and communications technology (ICT) skills to the full. The learning outcomes involved both ICT and literacy but success of the project was dependent on purposeful talk.

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