Mediated activity in the primary classroom: girls, boys and computers
ARTICLE
Helen Fitzpatrick, Margaret Hardman
Learning and Instruction Volume 10, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
Seven and 9-year-old children (n=120) worked in same or mixed gender pairs on a language-based computer and non-computer task, and their styles of social interaction were compared. At both ages, mixed gender pairs showed more assertive and less transactive (collaborative) interaction than same gender pairs on both tasks. When collaboration broke down, boys on the computer task and girls on the non-computer task dominated assertive interaction in mixed gender pairs, whereas in same gender pairs both children were equally assertive. The mediational role of the computer and the social dynamics that frame its use are discussed.
Citation
Fitzpatrick, H. & Hardman, M. (2000). Mediated activity in the primary classroom: girls, boys and computers. Learning and Instruction, 10(5), 431-446. Elsevier Ltd. Retrieved March 22, 2023 from https://www.learntechlib.org/p/92029/.
This record was imported from
Learning and Instruction
on January 31, 2019.
Learning and Instruction is a publication of Elsevier.
