Abstract
This chapter describes the setting and context of a group of primary grade 5 (about age 11) students doing a collaborative learning activity in a science class. Data from this setting are analyzed in subsequent chapters in this book section. Students, in groups of four, used a networked technology called Group Scribbles (GS) to jointly complete a learning task—how to connect a circuit with batteries, wire, and a light bulb so that the bulb would light up. They shared information, negotiated meaning, and constructed knowledge through both GS interaction and face-to-face (F2F) discussion. The lesson designers attempted to optimize the use of GS and F2F interaction in real classrooms to support students’ collaborative learning, with the aim of harnessing the specific features of each medium.
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