%0 Journal Article %1 doi:10.1080/03634520500213397 %A Hyun, Eunsook %A Davis, Genevieve %D 2005 %J Communication Education %K 2014_E852 collaborative-talk discourse exploratory-talk ict kindergarten scaffolding %N 2 %P 118-135 %R 10.1080/03634520500213397 %T Kindergartners’ Conversations in a Computer-Based Technology Classroom %U /brokenurl#www.tandfonline.com/doi/pdf/10.1080/03634520500213397 %V 54 %X This qualitative study examined emerging inquiries and dialogue of five- to six-year-old kindergartners (9 boys and 9 girls) taking place around computers as they engaged in a mapping project in a technology-rich classroom in the U.S. Discourse analysis of young children’s conversations in a technology-rich classroom shed light on their perceptions of computer-based technology as a learning tool. Key findings revealed: (a) cumulative talk patterns among the children evolved into exploratory talk; (b) children’s thinking, questioning, and talking was purposeful, reflective, and autonomous; (c) children’s speech and dialogue influenced their emergent technological literacy skills; (d) peer collaboration and teacher input scaffolded student development; and (e) students discovered personal preferences in using various tools.

@article{doi:10.1080/03634520500213397, abstract = {This qualitative study examined emerging inquiries and dialogue of five- to six-year-old kindergartners (9 boys and 9 girls) taking place around computers as they engaged in a mapping project in a technology-rich classroom in the U.S. Discourse analysis of young children’s conversations in a technology-rich classroom shed light on their perceptions of computer-based technology as a learning tool. Key findings revealed: (a) cumulative talk patterns among the children evolved into exploratory talk; (b) children’s thinking, questioning, and talking was purposeful, reflective, and autonomous; (c) children’s speech and dialogue influenced their emergent technological literacy skills; (d) peer collaboration and teacher input scaffolded student development; and (e) students discovered personal preferences in using various tools.}, added-at = {2014-12-08T00:27:09.000+0100}, author = {Hyun, Eunsook and Davis, Genevieve}, biburl = {https://www.bibsonomy.org/bibtex/29cd588ec03b3e008808ef3c2ba0a8313/ssalnave}, description = {Taylor & Francis Online :: Kindergartners’ Conversations in a Computer-Based Technology Classroom - Communication Education - Volume 54, Issue 2}, doi = {10.1080/03634520500213397}, eprint = {http://dx.doi.org/10.1080/03634520500213397}, interhash = {cf9f4864718e4920ea8689c1992a1d50}, intrahash = {9cd588ec03b3e008808ef3c2ba0a8313}, journal = {Communication Education}, keywords = {2014_E852 collaborative-talk discourse exploratory-talk ict kindergarten scaffolding}, number = 2, pages = {118-135}, timestamp = {2014-12-08T00:27:09.000+0100}, title = {Kindergartners’ Conversations in a Computer-Based Technology Classroom}, url = {/brokenurl#www.tandfonline.com/doi/pdf/10.1080/03634520500213397}, volume = 54, year = 2005 }