'We Can Make Our Words Powerful': Students' Perspectives about Using Talk Factory, a Classroom Technology to Support Exploratory Talk
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| Title: | 'We Can Make Our Words Powerful': Students' Perspectives about Using Talk Factory, a Classroom Technology to Support Exploratory Talk |
|---|---|
| Language: | English |
| Authors: | Kerawalla, Lucinda, Chudasama, Meera, Messer, David J. (ORCID |
| Source: | English in Education. 2023 57(1):28-44. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools |
| Descriptors: | Student Attitudes, Video Technology, Educational Technology, Handheld Devices, Classroom Communication, Speech Communication, Computer Software, Photography, Psychological Patterns, Barriers, Group Discussion, Persuasive Discourse, Secondary School Students, Grade 7, English Instruction, Foreign Countries, Teaching Methods, Student Empowerment, Learner Engagement |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/04250494.2022.2135431 |
| ISSN: | 0425-0494 1754-8845 |
| Abstract: | Previous research suggests that students can use exploratory talk to support their thinking and learning. However, students' own perspectives on such talk, and whether/how they value it, are rarely sought. Thirty 12-year-olds and their teacher used Talk Factory on an interactive whiteboard and iPads to support exploratory talk in English lessons twice/week for five weeks. Four focal students took photographs and chose words that described their feelings; their responses were discussed in two interviews together with their experiences of the lessons. These students were video recorded whilst presenting their experiences and opinions to the class. Thematic analysis of the interviews identified four themes: how students adopted exploratory talk, challenges they faced, ownership of their discussions, and the value of mobilising their ideas. The students described feeling more empowered, more engaged, and how they valued the exploration of difference. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1379130 |
| Database: | ERIC |
| Abstract: | Previous research suggests that students can use exploratory talk to support their thinking and learning. However, students' own perspectives on such talk, and whether/how they value it, are rarely sought. Thirty 12-year-olds and their teacher used Talk Factory on an interactive whiteboard and iPads to support exploratory talk in English lessons twice/week for five weeks. Four focal students took photographs and chose words that described their feelings; their responses were discussed in two interviews together with their experiences of the lessons. These students were video recorded whilst presenting their experiences and opinions to the class. Thematic analysis of the interviews identified four themes: how students adopted exploratory talk, challenges they faced, ownership of their discussions, and the value of mobilising their ideas. The students described feeling more empowered, more engaged, and how they valued the exploration of difference. |
|---|---|
| ISSN: | 0425-0494 1754-8845 |
| DOI: | 10.1080/04250494.2022.2135431 |
