hola

1. By Jenny Lizeth Flores Escobar

2. These challenges are problems that arise
when the aim of the teacher is to
promote language learning at the
computer
The learner needn’t be aware of the
teacher’s objectives to benefit from the
activity
The learner may perceive the objective
as being to plan and win a game, when
the teacher sees the objective as getting
the learner to use laguage associated
with the game’s context

3. Explain with
evidence
Generatize
Offer a
concrete
example
Offer an
unstructured
idea
Organize
ideas
Present a
hypothesis or
idea
Repeat
Repeat with
expansion
Take a stand

4. The above nine
points presents
only positive
and productive
aspects of
discourse
Much discourse is
not producative at
all
Participants in a
collaborative
discussion engage
in many negative
behaviours that
are either counter-
productive or
peripheral to a
collaborative task
This is partly
because their
individual goals
do not always
match the goals
of the task, the
goals of the
teacher or the
collaborative
method by which
they are expected
to pursue it

5. Learner characteristics may make the
collaborating learners incompatible
The goals/objectives of the program
may discourage collaboration
The pedagogical model may be overly
behaviourist
The methods of navigating the
information may be too obscure or
difficult
The content, or knowledge base, of the
learning materials may discourage
collaboration if it is too far above or too
far beneath the level of the majority of
the learners

6. The first four of these
points are generally
applicable to learners of
all ages, but the last four
are likely to be a focus of
pimary-school
classrooms only
Wegerif and Dawes
summarize eight
challenges to learning in
groups based on a study
conducted with primary
schoolchildren
Each of the above can be
considered challenges to
collaboration

7. One person appointed
themselves [sic] leader,
sitting centrally to the
keyboard, and reading from
the screen
Children with home
computers would become
impatient with others who
had no keyboard skills
Less confident children
would watch, agree, or
withdraw, contributing little
Friends at work together
simply agreed with one
another
The content of the talk was
observed to be directed
toward a reestablishment of
the children’s friendship
groups, or otherwise
The most heated discussions
were to do with who was
seated where, who pressed
the next key, and so on
Talk became general and
relaxed if the computer was
sited out of the teacher’s
natural range
Children competed within
the group, using the
computer program as a
game of some sort

8.  Turn-taking rules vary according to situations
and may be influenced by computer-based
interruptions as new information appears on
the screens; or inappropriate and unnecessary
interruptions, such as flashing screens and
senseless noises that distrupt both the
collaboration and learning.