Abstract
Good learning activity designs do not guarantee effective classroom orchestration by the teacher. Enactments of the same learning activity design may vary greatly among different teachers. This study compares two teachers' enactments of a collaborative learning activity in a L2 writing classroom supported by a networked technology called Group Scribbles (GS). Plausible factors of teacher's moves and actions that impact the different enactments are identified and discussed, including articulating the objective of activity explicitly, providing improvised formative assessment and scaffolding to support students' work on an ongoing basis, and controlling the tempo of the activity and maintaining students' enthusiasm. Copyright © 2012 Asia-Pacific Society for Computers in Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 20th International Conference on Computers in Education ICCE 2012 |
| Editors | Gautam BISWAS, Lung-Hsiang WONG, Tsukasa HIRASHIMA, Wenli CHEN |
| Place of Publication | Singapore |
| Publisher | National Institute of Education |
| Pages | 690-697 |
| ISBN (Print) | 9789810746490 |
| Publication status | Published - 2012 |
Citation
Wen, Y., Chen, W., & Looi, C.-K. (2012). Comparing enactments of a collaborative writing activity in a networked language learning classroom. In G. Biswas, L.-H. Wong, T. Hirashima, & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education ICCE 2012 (pp. 690-697). Singapore: National Institute of Education.Keywords
- Enactment
- Collaborative writing
- Networked language classroom