‘Guys, guys, guys, do you think this is important?’: a case study of successful remote collaborative problem-solving in two primary schools using multitouch technology

References

• Alexander, R. J. 2000. Culture and Pedagogy: International Comparisons in Primary Education. Oxford: Blackwell.
   Google Scholar
• Alexander, R. J. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
   Google Scholar
• Allot, K., and D. Waugh. 2019. “Talk and Communication: Couldn’t they Just Sit Down and Shut Up?.” In Primary Teaching: Learning and Teaching in Primary Schools Today, edited by C. Carden, 263–296. London: Sage.
   Google Scholar
• Atwood, S., W. Turnbull, and J. Carpendale. 2010. “The Construction of Knowledge in Classroom Talk.” The Journal of the Learning Sciences 19 (1): 358–402.
   Google Scholar
• Bakker, A., J. Smit, and R. Wegerif. 2015. “Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review.” ZDM 47 (7): 1047–1065. https://doi.org/10.1007/s11858-015-0738-8.
   Google Scholar
• Barnes, D. 1976. From Communication to Curriculum. Harmondsworth: Penguin Books.
   Google Scholar
• Beauchamp, G. 2017. Computing and ICT in the Primary School: From Pedagogy to Practice. 2nd ed. London: David Fulton/Routledge.
   Google Scholar
• Beauchamp, G., A. Joyce-Gibbons, J. Mc Naughton, N. Young, and T. Crick. 2019. “Exploring Synchronous, Remote Collaborative Interaction Between Learners Using Multi-Touch Tables and Video Conferencing in UK Primary Schools.” British Journal of Educational Technology 50 (6): 3214–3232. https://doi.org/10.1111/bjet.12728.
   Web of Science ®Google Scholar
• Beauchamp, G., and S. Kennewell. 2010. “Interactivity in the Classroom and Its Impact on Learning.” Computers and Education 54 (3): 759–766.
   Web of Science ®Google Scholar
• Beauchamp, G., and S. Kennewell. 2013. “Transition in Pedagogical Orchestration Using the Interactive Whiteboard.” Education and Information Technologies 18 (2): 179–191.
   Google Scholar
• BERA. 2024. Ethical Guidelines for Educational Research. 5th ed. London: BERA.
   Google Scholar
• Bruner, J. 1996. The Culture of Education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cazden, C. 2001. Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.
   Google Scholar
• Data Protection Act. 2018. Accessed May 1, 2024. https://www.gov.uk/data-protection
   Google Scholar
• Dillenbourg, P., and M. Evans. 2011. “Interactive Tabletops in Education.” Computer Supported Learning 6 (1): 491–514.
   Google Scholar
• Edwards, D., and N. Mercer. 1987. Common Knowledge: The Development of Understanding in the Classroom. London: Routledge.
   Google Scholar
• Falloon, G., and E. Khoo. 2016. “Exploring Young Students' Talk in iPad-supported Collaborative Learning Environments.” Computers and Education 77 (1): 13–28.
   Google Scholar
• Gaver, W. W. 1991. “Technology Affordances.” In Proceedings of CHI'91, (New Orleans, Lousiana, April 28 - May 2, 1991), 79–84. New York: ACM.
   Google Scholar
• Gibson, J. J. 1986. The Ecological Approach to Visual Perception. Hillsdale: Lawrence Erlbaum.
   Google Scholar
• Greeno, J., and the Middle School Mathematics Application Project. 1998. “The Situativity of Knowing, Learning and Research.” American Psychologist 53:5–26. https://doi.org/10.1037/0003-066X.53.1.5.
   Web of Science ®Google Scholar
• Hakkarainen, K. 2009. “A Knowledge-Practice Perspective on Technology-Mediated Learning.” International Journal of Computer-Supported Collaborative Learning 4 (2): 213–231. https://doi.org/10.1007/s11412-009-9064-x.
   Web of Science ®Google Scholar
• Hennessy, S. 2020. “Analytical Coding Schemes for Classroom Dialogue.” In Research Methods for Educational Dialogue, edited by R. Kershner, S. Hennessy, R. Wegerif, and A. Ahmed, 90–120. London: Bloomsbury Academic.
   Google Scholar
• Hennessy, S. 2023. Analysing Educational Dialogue Around Shared Artefacts in Technology-Mediated Contexts: A new Coding Framework. Preprint. https://edarxiv.org/9e32k.
   Google Scholar
• Higgins, S., E. Mercier, L. Burd, and A. Joyce-Gibbons. 2012. “Multi-Touch Tables and Collaborative Learning.” British Journal of Educational Technology 43 (6): 1041–1054. https://doi.org/10.1111/j.1467-8535.2011.01259.x.
   Web of Science ®Google Scholar
• Hugo, W., and C. Blewett. 2016. “Actant Affordances: A Brief History of Affordance Theory and a Latourian Extension for Education Technology Research.” Critical Studies in Teaching and Learning 4 (1): 55–73.
   Google Scholar
• Joyce-Gibbons, A. 2023. “Contingent Scaffolding: Analysis of Teacher Utterances and Group Success in Collaborative Mathematics Tasks Using Multi-Touch Tables.” Education 3-13, 1–15.
   Web of Science ®Google Scholar
• Kennewell, S. 2001. “Using Affordances and Constraints to Evaluate the use of Information and Communications Technology in Teaching and Learning.” Journal of Information Technology for Teacher Education 10 (1-2): 101–116. https://doi.org/10.1080/14759390100200105.
   Google Scholar
• Kennewell, S., and G. Beauchamp. 2007. “The Features of Interactive Whiteboards and their Influence on Learning.” Learning, Media and Technology 32 (3): 227–241.
   Google Scholar
• Kennewell, S., H. Tanner, G. Beauchamp, J. Parkinson, S. Jones, and N. Norman. 2007. The use of ICT to Improve Learning and Attainment through Interactive Teaching: Full Research Report ESRC End of Award Report, RES-139-25-0167-A. Swindon: ESRC.
   Google Scholar
• Kennewell, S., H. Tanner, S. Jones, and G. Beauchamp. 2008. “Analysing the use of Interactive Technology to Implement Interactive Teaching.” Journal of Computer Assisted Learning 24 (1): 61–73. https://doi.org/10.1111/j.1365-2729.2007.00244.x.
   Web of Science ®Google Scholar
• Kerawalla, L. 2015. “Talk Factory Generic: Empowering Secondary School Pupils to Construct and Explore Dialogic Space During Pupil-led Whole-class Discussions.” International Journal of Educational Research 70 (2): 57–67.
   Google Scholar
• Kerawalla, L., M. Petrou, and E. Scanlon. 2013. “Talk Factory: Supporting ‘Exploratory Talk’ Around an Interactive Whiteboard in Primary School Science Plenaries.” Technology, Pedagogy and Education 22 (1): 89–102.
   Web of Science ®Google Scholar
• Kershner, R., N. Mercer, P. Warwick, J. Kleine Staarman. 2010. “Can the Interactive Whiteboard Support Young Children’s Collaborative Communication and Thinking in Classroom Science Activities?.” International Journal of Computer 5 (4): 359–383.
   Web of Science ®Google Scholar
• Kim, H. J., J. Choi, and S. Lee. 2019. “Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning.” Education Sciences 9 (2): 1–13.
   Web of Science ®Google Scholar
• Ladel, S., and U. Kortenkamp. 2013. “Designing a Technology Based Learning Environment for Place Value Using Artifact-centric Activity Theory.” In The 37th Conference of the International Group for the Psychology of Mathematics Education. Mathematics learning across the life span, 188–192.
   Google Scholar
• Laurillard, D. 2002. Rethinking University Teaching: A Conversational Framework for the Effective use of Learning Technologies. 2nd ed. London: Routledge Falmer.
   Google Scholar
• Leat, D., and S. Higgins. 2002. “The Role of Powerful Pedagogical Strategies in Curriculum Development.” The Curriculum Journal 13 (1): 71–85. https://doi.org/10.1080/09585170110115286.
   Google Scholar
• Lin, S. C., and L. Lee. 2016. “The Impact of Music Activities on Foreign Language, English Learning for Young Children.” Journal of the European Teacher Education Network 10 (1): 13–23.
   Google Scholar
• Littleton, K., and N. Mercer. 2013. Interthinking: Putting Talk to Work. Abingdon: Routledge.
   Google Scholar
• Littleton, K., N. Mercer, L. Dawes, R. Wegerif, D. Rowe, and C. Sams. 2005. “Talking and Thinking Together at Key Stage 1.” Early Years 25 (2): 167–182. https://doi.org/10.1080/09575140500128129.
   Google Scholar
• Looi, C. -K., W. Chen, and F. -K. Ng. 2010. “Collaborative Activities Enabled by GroupScribbles (GS): An Exploratory Study of Learning Effectiveness.” Computers and Education 54 (1): 14–26.
   Web of Science ®Google Scholar
• Major, L., P. Warwick, and I. Rasmussen. 2018. “Classroom Dialogue and Digital Technologies: A Scoping Review.” Education and Information Technology 23: 1995–2028.
   Web of Science ®Google Scholar
• Marshall, P., E. Hornecker, R. Morris, N. S. Dalton, and Y. Rogers. 2008. “When Fingers do the Talking: A Study of Group Participation with Varying Constraints to a Tabletop Interface.” In IEEE Tabletops and Interactive Surfaces, 3-5 September, Amsterdam, The Netherlands, 173–179. IEEE.
   Google Scholar
• Martinez-Maldonado, R., K. Yacef, and J. Kay. 2015. “TSCL: A Conceptual Model to Inform Understanding of Collaborative Learning Processes at Interactive Tabletops.” International Journal of Human-computer Studies 83: 62–82.
   Web of Science ®Google Scholar
• McNaughton, J., T. Crick, A. Joyce-Gibbons, G. Beauchamp, N. Young, and E. Tan. 2017. “Facilitating Collaborative Learning Between two Primary Schools Using Large Multi-Touch Devices.” Journal of Computers in Education 4:307–320. https://doi.org/10.1007/s40692-017-0081-x.
   Google Scholar
• Mercer, N. 1995. The Guided Construction of Knowledge: Talk Amongst Teachers and Learners. Philadelphia, PA: Multilingual Matters.
   Google Scholar
• Mercer, N. 1996. “The Quality of Talk in Children’s Collaborative Activity in the Classroom.” Learning and Instruction 6 (4): 359–377.
   Google Scholar
• Mercer, N. 2000. Words and Minds: How We Use Language to Think Together. London: Routledge.
   Google Scholar
• Mercer, N., M. Fernandez, L. Dawes, R. Wegerif, and C. Sams. 2003. “Talk about Texts at the Computer: Using ICT to Develop Children’s Oral and Literate Abilities.” Reading 37 (2): 81–89.
   Google Scholar
• Mercer, N., and S. Hodgkinson. 2008. “Exploratory Talk for Learning.” In Exploring Talk in School, 1–12. UK: SAGE.
   Google Scholar
• Mercer, N., and K. Littleton. 2007. Dialogue and the Development of Children’s Thinking: Asociocultural Approach. London: Routledge.
   Google Scholar
• Mercer, N., and C. Sams. 2006. “Teaching Children How to Use Language to Solve Maths Problems.” Language and Education 20 (6): 507–528.
   Google Scholar
• Mercer, N., P. Warwick, and A. Ahmed. 2017. “An Oracy Assessment Toolkit: Linking Research and Development in the Assessment of Students' Spoken Language Skills at Age 11-12.” Learning and Instruction 48 (1): 51–60.
   Google Scholar
• Mercier, E., and S. Higgins. 2014. “Creating Joint Representations of Collaborative Problem Solving with Multi-Touch Technology.” Journal of Computer Assisted Learning 30 (6): 497–510. https://doi.org/10.1111/jcal.12052.
   Web of Science ®Google Scholar
• Mercier, E., G. Vourloumi, and S. Higgins. 2017. “Student Interactions and the Development of Ideas in Multi-touch and Paper-based Collaborative Mathematical Problem Solving.” British Journal of Educational Technology 48 (1): 162–175.
   Web of Science ®Google Scholar
• Michaels, S., and C. O’ Connor. 2012. Talk Science Primer. Boston: TERC.
   Google Scholar
• Monaghan, F. 2005. “’Don’t Think in Your Head, Think Aloud’: ICT and Exploratory Talk in the Primary School Mathematics Classroom.” Research in Mathematics Education 7 (1): 83–100.
   Google Scholar
• Mortimer, E., and P. Scott. 2003. Meaning Making in Secondary Science Classrooms. Buckingham: Open University Press.
   Google Scholar
• Myhill, D., S. Jones, and R. Hopper. 2006. Talking, Listening, Learning: Effective Talk in the Primary Classroom. Maidenhead: Open Univ. Press.
   Google Scholar
• Nikolaidou, G. N. 2012. “ComPLuS Model: A new Insight in Pupils’ Collaborative Talk, Actions and Balance During a Computer-Mediated Music Task.” Computers & Education 58 (2): 740–765. https://doi.org/10.1016/j.compedu.2011.09.027.
   Web of Science ®Google Scholar
• O’connor, C., and S. Michaels. 2007. “When Is Dialogue ‘Dialogic’?.” Human Development 50 (5): 275–285.
   Web of Science ®Google Scholar
• Ostern, N., and M. Rosemann. 2021. “A Framework for Digital Affordances.” In Proceedings of the 29th European conference on information systems (ECIS 2021), Association for Information Systems.
   Google Scholar
• Paavola, S., and K. Hakkarainen. 2014. “Trialogical Approach for Knowledge Creation.” In Knowledge Creation in Education, edited by S. C. Tan, H. J. So, and J. Yeo, 53–73. Singapore: Springer.
   Google Scholar
• Pifarré, M. 2019. “Using Interactive Technologies to Promote a Dialogic Space for Creating Collaboratively: A Study in Secondary Education.” Thinking Skills and Creativity 32:1–16. https://doi.org/10.1016/j.tsc.2019.01.004.
   Web of Science ®Google Scholar
• Rojas-Drummond, S., N. Mazón, M. Fernández, and R. Wegerif. 2006. “Explicit Reasoning, Creativity and Co-construction in Primary School Children's Collaborative Activities.” Thinking Skills and Creativity 1 (2): 84–94.
   Web of Science ®Google Scholar
• Roschelle, J. 1992. “Learning by Collaborating: Convergent Conceptual Change.” Journal of the Learning Sciences 2 (3): 235–276.
   Google Scholar
• Sansone, N., D. Cesareni, I. Bortolotti, and K. F. McLay. 2021. “The Designing and Re-Designing of a Blended University Course Based on the Trialogical Learning Approach.” Education Sciences 11 (10): 591. https://doi.org/10.3390/educsci11100591.
   Web of Science ®Google Scholar
• Singleton, S. 2016. "The Effect of Microblogging on Middle School Student Engagement and Critical Thinking." Unpublished doctoral thesis, Liberty University, Virginia.
   Google Scholar
• Slavin, R. E. 2009. Cooperative Learning: Theory, Research, and Practice. Boston, MA: Allymand Bacon.
   Google Scholar
• Song, Y. 2021. “A Review of how Class Orchestration with Technology has Been Conducted for Pedagogical Practices.” Educational Technology Research and Development 69 (3): 1477–1503. https://doi.org/10.1007/s11423-021-10001-y.
   Web of Science ®Google Scholar
• Trouche, L., and P. Drijvers. 2014. “Webbing and Orchestration. Two Interrelated Views on Digital Tools in Mathematics Education.” Teaching Mathematics and its Applications 33 (3): 193–209. https://doi.org/10.1093/teamat/hru014.
   Google Scholar
• Twiner, A., C. Coffin, K. Littleton, and D. Whitelock. 2010. “Multimodality, Orchestration and Participation in the Context of Classroom use of the Interactive Whiteboard: A Discussion.” Technology, Pedagogy and Education 19 (2): 211–223. https://doi.org/10.1080/1475939X.2010.491232.
   Web of Science ®Google Scholar
• Ward, J., S. Branson, M. Cross, and I. Berson. 2016. “Exploring Developmental Appropriateness of Multi-touch Tables in Prekindergarten: A Video Analysis.” Journal of Research on Technology in Education 48 (3): 227–238.
   Web of Science ®Google Scholar
• Warwick, P., N. Mercer, R. Kershner, and J. Kleine Staarman. 2010. “In the Mind and in the Technology: The Vicarious Presence of the Teacher in Pupil’s Learning of Science in Collaborative Group Activity at the Interactive Whiteboard.” Computers and Education 55 (1): 350–362.
   Web of Science ®Google Scholar
• Webb, M. 2014. “Pedagogy with Information and Communication Technologies in Transition.” Education and Information Technologies 19: 275–294.
   Google Scholar
• Wegerif, R. 2004. “Towards an Account of Teaching General Thinking Skills That is Compatible with the Assumptions of Sociocultural Theory.” Theory and Research in Education 2 (2): 143–159.
   Google Scholar
• Wegerif, R. 2007. Dialogic Education and Technology: Expanding the Space of Learning. New York: Springer.
   Google Scholar
• Wegerif, R. 2008. “Dialogic or Dialectic? The Significance of Ontological Assumptions in Research on Educational Dialogue.” British Educational Research Journal 34 (3): 347–361.
   Web of Science ®Google Scholar
• Wegerif, R. 2010. Mind-Expanding: Teaching for Thinking and Creativity. Buckingham, UK: Open University Press/McGraw Hill.
   Google Scholar
• Wells, G. 1999. Dialogic Enquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press.
   Google Scholar
• Young, N. 2021. “Exploring Synchronous Remote Collaboration Between Pupils Using Mobile Multi-Touch Tablets and Video Conferencing in two non-co-Located Primary Classrooms.” Unpublished PhD thesis, Cardiff Metropolitan University.
   Google Scholar
• Zaharias, P., D. Machael, and Y. Chrysanthou. 2013. “Learning through Multi-touch Interfaces in Museum Exhibits: An Empirical Investigation.” Educational Technology and Society 16 (3): 374–384.
   Web of Science ®Google Scholar