The software alone does not define an educational activity. The way that teachers set up the activity and integrate it with the rest of their teaching is crucial. Our research found that the ‘Talk Lessons’ described earlier made a big difference to the quality of collaborative learning around computers. They gave the children guidelines for working together.

We suggest a three-part structure to lessons, with the teacher setting up issues and aims at the beginning and then returning to these in a whole group plenary session at the end after group work by the children. We find that this is a good way of integrating work with computers into the curriculum. The aim of group discussion needs to be made explicit in the aims for each lesson, and the plenary session is crucial for ensuring that children feel that they have achieved the lesson aims. Through this process they become aware that their talk together at the computer can make an important contribution to their learning.

www.thinkingtogether.org.uk

Wegerif, R and Dawes, L (2003) Raising achievement in Primary Classrooms with ICT. London: Routledge

Dawes, L., Mercer, N. and Wegerif, R. (2004, 2 nd Ed) Thinking Together: A programme of activities for developing thinking skills at KS2. Birmingham :Questions Publishing/Imaginative Minds

Mercer, N. (2000) Words and Minds: How we use language to think together. London: Routledge

Wegerif, R. and Scrimshaw, P. (Eds.) (1997). Computers and Talk in the Primary Classroom. Clevedon : Multi-Lingual Matters