ERIC Number: ED447477
Record Type: RIE
Publication Date: 1999-Jun-15
Reference Count: N/A
The Nature of Children's Interactions while Composing Together on Computers. CIERA Report.
Lomangino, Adrienne Gelpi; Nicholson, Julie; Sulzby, Elizabeth
Patterns of interaction, including power relations and social goals, were investigated by observing first-grade children over a 5-month period as they worked in small groups to compose stories on the computer. Three groups selected for in-depth analysis represent the wide range of observed interaction patterns. Differences in interaction patterns included emphasis on fairness, control, exploration, and social cohesion. Several social goals guided children's actions, including appearing competent to peers, dominating peers, and creating solidarity with peers. Differential status within the partnership was reflected in the variation in types of social behaviors that children displayed. Commonalities in interaction patterns among groups included using one another as resources, expressing opposition, directing versus instructing, and using self-monitoring and repetition. Agreed-upon strategies and plans emerged as facilitative in maintaining positive affect in contrast with negative and conflict-ridden exchanges. Focus on local concerns in composing was observed in all three groups, consistent with the level of development of first graders' writing off the computer. Suggestions are provided for modeling positive social interactions and higher-level compositional planning. Contains 47 references and 4 tables of data. (Author/RS)
Descriptors: Computers, Grade 1, Interpersonal Relationship, Primary Education, Social Behavior, Social Influences, Word Processing, Writing Instruction, Writing Processes, Writing Research
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Web site: http://www.ciera.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor.