The dialogic space of group work
Using Google Jamboard and convsersational cards and technology to support students' collaborative processes
DOI:
https://doi.org/10.7146/lom.v17i29.136461Keywords:
creativity, dialogue, group workAbstract
Group work is a well-known form of work in primary school, which has both learning opportunities and limitations. This applies not least when students have to collaborate to develop common ideas, where some students easily take control, while others may find it difficult to be heard. In this article, we analyze video observations of 5th and 6th grade students' use of physical conversation cards and the digital tool Google Jamboards to support their creative collaborative processes. Our theoretical starting point is an understanding of group work as a dialogic space for divergent and convergent idea development, which gives students the opportunity to open, expand and deepen their common understandings. At the same time, we are concerned with how the various tools can contribute to framing dialogue by offering students roles and exploratory questions. Our findings indicate that Google Jamboards are suitable for supporting preparation and creating an overview of ideas, while conversation cards can both strengthen students who find it difficult to take roles and participate in group work, and act as a help to keep the shared dialogic space open.
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