Abstract
This study explores the potential of networked handheld computers to support collaborative problem solving in small groups. Drawing on data from a middle school mathematics classroom equipped with a wireless handheld network, I argue that the sharing of mathematical objects through interactive devices broadens the ‘bandwidth’ of classroom collaboration, expanding the range of participatory forms through which students might contribute to the work of a group and enhance their own learning. The analysis focuses on the participation strategies of those students in two focus groups who were most able to demonstrate posttest score gains from relatively low scores on a pretest. In particular, the device network provided those students with a set of collective, dynamic objects through which they supplemented and coordinated discursive forms of participation in the joint work of their respective groups.
Similar content being viewed by others
References
Ares, N., & Stroup, W. (2004). Drawing on diverse social, cultural, and academic resources in technology-mediated classrooms. In A. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 837–844) Norwich, England: University of East Anglia.
Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307–359.
Cohen, E. (1986). Designing groupwork: Strategies for the heterogeneous classroom. New York: Teachers College.
Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.
Davis, S. (2003). Observations in classrooms using a network of handheld devices. Journal of Computer Assisted Learning, 19(3), 298–307.
DiGiano, C., Yarnall, L., Patton, C., Roschelle, J., Tatar, D., & Manley, M. (2003). Conceptual tools for planning for the wireless classroom. Journal of Computer Assisted Learning, 19, 284–297.
Hegedus, S., & Kaput, J. (2004). An introduction to the profound potential of connected algebra activities: Issues of representation, engagement and pedagogy. In M. J. Høines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 129–136). Bergen, Norway: Bergen University College.
Hutchins, E. (1995). Cognition in the wild. Cambridge: MIT.
Kaput, J. (2000). Implications of the shift from isolated, expensive technology to connected, inexpensive, diverse and ubiquitous technologies. In M. O. J. Thomas (Ed.), Proceedings of the TIME 2000: An international conference on technology in mathematics education (pp. 1–24). Auckland, New Zealand: The University of Auckland and the Auckland University of Technology.
Pea, R. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). New York: Cambridge University Press.
Pinkwart, N., Hoppe, H. U., Milrad, M., & Perez, J. (2003). Educational scenarios for cooperative use of Personal Digital Assistants. Journal of Computer Assisted Learning, 19(3), 383–391.
Roschelle, J. (2003). Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3), 260–272.
Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless hand-helds may change CSCL. In G. Stahl (Ed.), Proceedings of CSCL 200:2 Foundations for a CSCL community (pp. 51–60). Hillsdale, NJ: Lawrence Erlbaum Associates.
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69–97). Berlin Heidelberg New York: Springer.
Roschelle, J., Vahey, P., Tatar, D., Kaput, J., & Hegedus, S. J. (2003). Five key considerations for networking in a handheld-based mathematics classroom. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA (Vol. 4, pp. 71–78). Honolulu, Hawaii: University of Hawaii.
Soloway, E., Norris, C., Blumenfeld, P., Fishman, B., Krajcik, J., & Marx, R. (2001). Log on education: Handheld devices are ready-at-hand. Communications of the ACM, 44(6), 15–20).
Stevens, R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. The Journal of the Learning Sciences, 9(4), 373–401.
Stroup, W. (2002). Instantiating seeing mathematics structuring the social sphere (MS3): Updating generative teaching and learning for networked mathematics and science classrooms. Paper presented at the International Conference of the Learning Sciences, Seattle, WA.
White, T. (2005). Deciphering students’ developing conceptions of functions in a collaborative computing environment. In G. M. Lloyd, M. R. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Eugene, OR: All Academic.
Wilensky, U., & Stroup, W. (1999). Participatory simulations: Network-based design for systems learning in classrooms. In C.M. Hoadley and J. Roschelle (Eds.), Proceedings of Computer Support for Collaborative Learning 1999 (pp. 667–676). Mahwah, NJ: Lawrence Erlbaum Associates.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
White, T. Code talk: Student discourse and participation with networked handhelds. Computer Supported Learning 1, 359–382 (2006). https://doi.org/10.1007/s11412-006-9658-5
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11412-006-9658-5