This paper investigates the role that classroom conversations and dialogue play in learning in technology education. It reviews literature in this area. 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 enhance understanding of how learning occurs in technology and how interaction with peers and teachers advances thinking around technological concepts and components of practice and give teacher insight into children’s understanding of technological knowledge and concepts. It gives early insight into what directed conversation with students can reveal. It also asks the questions: “What defines a quality conversation in technology? What can conversation do to facilitate, develop and enhance children’s learning in technology education?