This paper presents a comparative case study of the different ways that equity and inequity emerged as an elementary computer science student collaborated with two different classmates on programming tasks. Data collected include audio recordings of students' interactions, field notes, written assessments, and students' digital work. Using a mixed methods approach, quantitative patterns were identified in the distribution and content of student talk at multiple grain-sizes, which were analyzed in conjunction with pivotal sequences of interaction. Findings indicate that despite the existence of participation structures designed to foster equitable collaboration, inequities emerged in both dyads as students positioned themselves and their classmates with identities as more or less competent in computer science. While in the first dyad this positioning was often overt, in the second dyad positioning assumed a more passive form. Further, there is evidence that these positionings had an impact on students' opportunities to learn.
|Number of pages
|Proceedings of International Conference of the Learning Sciences, ICLS
|Published - 2014
|11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014 → Jun 27 2014
ASJC Scopus subject areas
- Computer Science (miscellaneous)