Groupwork with Computers in British Primary Schools

Abstract

This article summarizes work from nineteen case studies of sixteen classes in ten schools, in which children aged between eight and twelve were observed working in small groups (2 to 5 members) at a computer. The observations were made by a school colleague of the class teacher in naturalistic settings over several months. Few classes had more than one computer. The analysis of group processes covers pupil roles, decision making, turn taking, participation, argument and conflict. Collaboration is defined in terms of group ownership of the work, mutual help and synergy. Factors affecting both processes and outcomes are discussed in terms of the optimal size and composition of a group (ability factors and the distribution of expertise, personality and friendship factors), the nature of the software and the task, and teacher intervention. The evidence demonstrates how the complexity of the interaction of these factors limits generalization, but nevertheless offers strong support for a Vygotskian rather than cognitive conflict explanation of the benefits of groupwork.