ABSTRACT
Can we be sure that children’s talk at the computer will be educationally useful? Can we say what ‘educationally useful’ is — what sort of talk we expect ? And if so, can we encourage the most useful types of talk?
Can we be sure that children’s talk at the computer will be educationally useful? Can we say what ‘educationally useful’ is — what sort of talk we expect ? And if so, can we encourage the most useful types of talk?