What is the Place of Conversation in Learning technology?
This paper investigates the role that classroom conversations and dialogue play in learning in technology education. It reviews literature in this area as well as literature on technology education. As technology is grounded in constructivist principles of learning because of its collaborative and cooperative nature, literature on constructivist thinking is also explored.
It argues that to enhance our understanding of how children learn in technology it is necessary understand the impact clearly focused conversations of children, amongst themselves and between children and their teachers while undertaking technological practice has on advancing thinking and understanding. This will give insight into the impacts of previous and specifically targeted experiences have on learning in technology, enhance understanding of how learning occurs in technology and how interaction with peers and teachers advances thinking around technological concepts and components of practice.
It precedes a proposed study that will investigate the types and quality of conversations that technology teachers need to facilitate and develop to best enhance learning for children in technology education.