Dialogic learning and collaboration through video chat in two first-grade classrooms

Susan Luft, Fordham University


There is extensive research evidencing the value of developing early oral literacy skills within sociocultural experiences. However there is a lack of research examining first-grade students engaged in dialogic learning using Internet communication technology. The purpose of this study was to analyze the collaborative peer-talk process of first-grade students using videoconferencing and collaborative whiteboards. The interactions of the students were studied using the methodology of sociocultural discourse analysis to better understand the processes of students' talk with one another in computer-mediated communication. While engaged in science-lesson activities, students' collaborative talk patterns were categorized and analyzed for modes of talk and shared thinking. The findings of the present study revealed that it was possible for first-grade students collaborating in dyads to develop their skills as independent speakers, listeners, and thinkers through videoconferencing. The collaborative nature of the videoconferencing environment allowed first-grade learners to improve their speaking and listening skills through thought expression and open questioning, which could open a dialogic space for learning. Based upon the study's findings it is recommended that modern teaching practices include the use of videoconferencing to prepare young students to engage with other learning communities, develop critical speaking and language skills, and to create knowledge.

Subject Area

Elementary education|Educational technology

Recommended Citation

Luft, Susan, "Dialogic learning and collaboration through video chat in two first-grade classrooms" (2014). ETD Collection for Fordham University. AAI3619502.