Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry
International Journal of Educational Research
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Mercer, N., Hennessy, S., & Warwick, P. (2017). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry. International Journal of Educational Research https://doi.org/10.1016/j.ijer.2017.08.007
This article describes a continuing programme of school-based applied research. The basis of this research, which originated in a project called ‘Thinking Together’, lies in the relationship between language and cognitive development postulated by sociocultural theory. The research has developed and tested methods for improving the quality of classroom interaction amongst teachers and students, looking for improved levels of collaboration, reasoning, and academic attainment as the desirable outcomes. A key strand of this research concerns the use of digital technology for supporting classroom dialogue and students’ emerging thinking over time. As we will explain, the outcomes of several research projects pursuing this line of enquiry have yielded positive results which have direct implications for classroom pedagogy and practice.
classroom dialogue, dialogic teaching, professional development, digital technology
The work was supported by the UK Economic and Social Research Council (ESRC) through a series of projects, including Interactive Whiteboards and Classroom Pedagogy (Mercer et al., 2004–2005, ref. RES-000-22-1269) Interactive Whiteboards and Collaborative Pupil Learning in Primary Science (Mercer, Warwick, & Kershner: 2007-09, ref. RES-000-22-2556); IWBs and Dialogic Teaching, part of a Research Fellowship programme by Hennessy (2007–2010, ref. RES-063-27-0081) in conjunction with Mercer and Warwick; and a related ESRC Impact Acceleration Pilot Programme grant for the TPD impact study (Hennessy & Warwick, 2014: http://dialogueiwb.educ.cam.ac.uk/evaluate/).
External DOI: https://doi.org/10.1016/j.ijer.2017.08.007
This record's URL: https://www.repository.cam.ac.uk/handle/1810/267858
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