Conversation, the constructivist perspective
Gary Ferguson-Smith, University of Wollongong, Australia ; David Allibon, Apollo Parkways Primary School, Australia ; Christine Brown, Barry Harper, John Hedberg, University of Wollongong, Australia
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper is a report in progress on a longitudinal case study over six years at Apollo Parkways Primary School. Apollo Parkways is an elementary school in middle to lower-middle class socioeconomic suburb in Melbourne, Victoria Australia. The study examines the changes in formal and informal conversations as the school evolved from a 'community of learners' to a 'learning community' (Sergiovanni, 1994) when a technology rich environment was created. The nature of the conversations is providing evidence, which supports the concept that conversation can be an indicator and catalyst of change. More importantly this study is identifying elements in the school, which have supported sustainable change.
Ferguson-Smith, G., Allibon, D., Brown, C., Harper, B. & Hedberg, J. (2000). Conversation, the constructivist perspective. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 333-338). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)