Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry
Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry
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DOI：
10.1016/j.ijer.2017.08.007
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发表时间：
2019-01-01
影响因子：
3.2
通讯作者：
Warwick, Paul
中科院分区：
文献类型：
--
作者：
Mercer, Neil;Hennessy, Sara;Warwick, Paul
本文介绍一项持续进行的校本应用研究计划。这项研究起源于一个名为“共同思考”的项目，其基础在于社会文化理论所假设的语言和认知发展之间的关系。该研究已经开发和测试了提高教师和学生之间的课堂互动质量的方法，寻求提高合作水平，推理和学术成就作为理想的结果。这项研究的一个关键环节是使用数字技术来支持课堂对话和学生随着时间的推移而产生的思维。正如我们将要解释的那样，几个研究项目的结果已经取得了积极的成果，这些成果对课堂教学法和实践有直接的影响。
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.