The Sherpa-student role with a graphics calculator: Empowering or disempowering
Faculty of Community Services, Education and Social Sciences
School of Education
This paper explores student empowerment in the context of graphics calculator usage. The setting is revision and a student has her calculator attached to an overhead projection panel, hence the Sherpa-student role. She is working according to the teacher's instruction. Problematically, she lags the teacher's instruction and another student pre-empts her answers. In addition, the teacher uses tripartite questioning which can mediate against student empowerment, but a mitigating factor is students disrupt the questioning repeatedly. Use of the overhead panel and the conditions that worked towards and against student empowerment are discussed in the paper.