Classroom interaction is very complex and used for multiple reasons every day. Students use talk to collaborate, to support and defend themselves and others to question and query and to solve disputes. Student dialogue has been found to give insight into student's learning by teachers.

This paper presents early findings from a study which deployed dialogism as a social theory of language and qualitative methodologies to investigate in depth, student to student (inter-student) questioning in the technology classroom and its influence on students’ learning in junior primary classrooms in small town in New Zealand. Inter-student dialogue was facilitated through a planned framework, Technology Conversation Observation and Framework (TOCF) while student from Year 0-4 undertook a technology unit to design and make props and costumes for their class item in the up-coming school production.

In this study the researcher expects to gain insights into aspects of development of student understanding in technology through the recording and analysis of inter-student dialogue facilitated through the TOCF and conversations with the students and their teachers. In addition students’ work samples were gathered and analysed. This study aimed to contribute specifically to the fields of classroom dialogue, student learning, formative assessment and technology education.