Abstract
This study assumes a sociocultural perspective which draws on the work of Vygotsky (1986) and his focus on the cognitive development of children as it emerges through social interaction, mediated by language. The data in this report are derived from transcribed video tape of one pair of Grade 6 students working on an assigned task of building a robot with eyes which light up. In an analysis of the shared interactions, the nature of the participation through the talk and action constituting the design and make task is examined. This is portrayed as enactment of complementary roles, participatory contributions, and the use of tools. The study raises questions about the nature of participation in shared technological activity.
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Rowell, P.M. Peer Interactions in Shared Technological Activity: A Study of Participation. International Journal of Technology and Design Education 12, 1–22 (2002). https://doi.org/10.1023/A:1013081115540
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DOI: https://doi.org/10.1023/A:1013081115540