Developing material-dialogic space in geography learning and teaching: Combining a dialogic pedagogy with the use of a microblogging tool

Cook, Victoria; Warwick, Paul; Vrikki, Maria; Major, Louis; Wegerif, Rupert

doi:10.1016/j.tsc.2018.12.005

Cited by 24 publications

(18 citation statements)

References 40 publications

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“…In a similar vein, we do not view affordances as passive characteristics of the technology that are waiting to be used; rather, we suggest that the technology plays an active role in material-dialogic intra-actions. Thus, we argue here, as we have elsewhere (Cook et al, 2019), that affordances are 'enacted' through material-dialogic intraaction. This perspective builds on Barad's (2007) concept of agency and is in line with Osborne's (2014) view of affordances in which he attributed agency to both the learner and the technology.…”

Section: Enacting DI Through Digital Technologysupporting

confidence: 61%

“…In line with our interest in the use of Talkwall as an active 'voice' in interactions, we conceptualise 'affordances' as enacted or realised through the use of TW, rather than being passive 'characteristics' of the technology that are adopted. As Cook et al, (2019) and make clear in work that considers the idea of enacted affordances for dialogue in some detail, 'we advocate a view of affordance as acknowledging 'action possibilities', but additionally highlighting the value of recognising the closely related idea of 'enactment'; that is, how affordances are specifically implicated in promoting dialogic interaction for learning' (Major & Warwick, 2019, p.400). In being very specific about a focus on affordances for dialogue, and seeing technology as having a relational 'voice' in interactions, we align ourselves with Osborne's (2014) recent analysis of affordance as a design tool for aligning pedagogy and technology.…”

Section: Table 1: Characterising Dis Across All Research Lessonsmentioning

confidence: 97%

“…Whilst Hetherington et al's work focuses specifically on how dialogue and materials intra-act to influence meaning-making within science classrooms, in this paper we build on previous work (Cook, Warwick, Vrikki, Major & Wegerif, 2019), using a material-dialogic framework to understand how Talkwall may be implicated in the uptake of teacher's dialogic intentions. But whether the enhancement of spoken dialogue or the incorporation of technology as a 'voice' in dialogic interaction is the objective, it will be apparent from the arguments conducted so far that technology is unlikely to achieve this simply by being made available to students.…”

Section: Enacting DI Through Digital Technologymentioning

confidence: 99%

“…In this way, the microblogs and the shared screens represent an interface for students to visualise thinking, their own and that of others, and for the teacher to engage with students individually and collectively. In such work, it is the enacted affordances of the tool (Cook et al, 2019), with their use partly determined by the teacher's DIs, that may determine the dialogicality, or otherwise, of the activity.…”

Section: Enacting DI Through Digital Technologymentioning

confidence: 99%

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Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms

Warwick

Cook

Vrikki

et al. 2020

Learning, Culture and Social Interaction

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In this paper we argue that joint teacher and student awareness of dialogic intentions (DIs) in lessons can focus and guide students' spoken dialogic interactions in the context of the use of digital technology. We focus on DI as a factor in promoting metacognitive awareness of productive dialogue amongst students, considering how teachers in 'dialogic classrooms' express DIs and how the use of a microblogging tool (Talkwall) can support, enhance or disrupt students' realisation of these intentions. Data consist of 17 lessons with Year 7 students (aged 11-12), taught by six teachers and covering three subject areas: English, science and geography. A systematic model is used for analysis of technology-focused student interactions, revealing how technology affordances and constraints are implicated in the realisation of DI. This paper is significant in examining how the ability to engage in dialogue can be focused through learning intentions, or set of intentions, within lessons. Further, it considers how specific technological affordances are central to the ways in which technology is implicated in the creation of a relational space for intra-action that might support teaching and learning.

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Section: Enacting DI Through Digital Technologysupporting

confidence: 61%

Section: Table 1: Characterising Dis Across All Research Lessonsmentioning

confidence: 97%

Section: Enacting DI Through Digital Technologymentioning

confidence: 99%

Section: Enacting DI Through Digital Technologymentioning

confidence: 99%

See 2 more Smart Citations

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms

Warwick

Cook

Vrikki

et al. 2020

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

show abstract

“…The importance of educational dialogue in promoting learning, thinking and understanding is recognized widely (Alexander, 2017;Howe & Abedin, 2013;Mercer & Littleton, 2007;Wegerif, 2013). Recently, there have been major developments examining the mediating role of digital technology in dialogic processes (Major, Warwick, Rasmussen, Ludvigsen, & Cook, 2018), for example, the use of interactive whiteboards (Hennessy, 2011), table tops (Falloon & Khoo, 2014;Haßler, Major & Hennessy, 2016b), microblogging (Cook et al, 2019), and wiki-supported tools for knowledge construction (Pifarré, & Staarman, 2011).…”

Section: Progressive Dialogue In Computer-supported Collaborative Knomentioning

confidence: 99%

Progressive dialogue in computer-supported collaborative knowledge building

Chan

Tong

Aalst³

2019

The Routledge International Handbook of Research on Dialogic Education

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Developing productive dialogue for creative knowledge work supported by digital technology is an important education goal in the knowledge era. This chapter examines the nature and development of productive dialogue using the theoretical perspective of Knowledge Building (KB) supported by Knowledge Forum®. The Knowledge Building model, developed by Scardamalia and Bereiter since the 1990s, examines how students engage in progressive dialogue, to pursue sustained collective inquiry, adding value to the class community, similar to the dialogic practice in scientific communities. This chapter examines theory, technology, analysis, and pedagogy related to promoting progressive dialogue, situating the Knowledge-Building model with other dialogical approaches. We first discuss why progressive dialogue is needed in the knowledge era and outline its characteristics, based on the theoretical underpinning of the KB model. We then discuss how Knowledge Forum affordances support advanced dialogic practice, highlighting the need to align technology with principles and pedagogy. We also present analyses of KB progressive dialogue, identifying productive online dialogic patterns and moves. Dialogic pedagogy in KB classroom and design principles for progressive dialogue are examined. Finally, research directions for examining dialogic approaches using the knowledge-building perspective for emerging methods and pedagogy are discussed.

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