During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Close analysis of teacher interventions shows classroom management and pedagogical concerns are typically intertwined rather than separable. → Christian Greiffenhagen 2011

Evidence¶

Christian Greiffenhagen 2011¶

Christian Greiffenhagen. (2011). Making Rounds: the routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning (forthcoming). https://doi.org/10.1007/s11412-011-9134-8

q2 · i? · qualitative · r2

Qualitative video analysis of one teacher's rounds during pair work with a storyboarding tool in UK secondary English lessons; the paper's stated first argument is that "concerns of classroom management and pedagogy are typically intertwined".

"this paper argues, firstly, that concerns of classroom management and pedagogy are typically intertwined"

Discussion¶

Related Claims¶

• Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims
• Making rounds minimizes off-task behaviour because pupils monitor for the teacher's approach and adjust their behaviour
• When correcting pupil work, the teacher revoices rather than dismisses pupils' solutions, challenging them toward more sophisticated ones
• Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles
• Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes — related