Development of social skills and the use of the microcomputer in the primary classroom

As an innovation in the primary school classroom, the microcomputer has served many uses, yet there are rarely enough machines for simultaneous use by each class member. Teachers often ask groups of pupils to undertake computer tasks with the understanding that positive benefits develop within the social context of learning. Group assignment, though, does not mean that co-operation or effective learning will take place. Effective group work on microcomputers depends on task assignment and outcome, grouping of pupils, and social skills within pupil groups. This study selected a cognitive enrichment computer program and questioned whether training in social skills and variable group size would affect program outcome and social interaction during the task. Comparisons between a control and experimental class showed that social skills training increased co-operative skills, task outcome/cognitive enrichment, and task oriented behaviours. Results for group size were not clear-cut, but indicated that pairs in the experimental class were the most effective grouping, followed by threes in the experimental and control classes. Discussion considers teacher choice of task in relation to social skill training and group size.