Item history (bjohas, Sun Oct 25 2020 13:29:09 GMT+0000 (GMT))

TY - JOUR
TI - Classroom dialogue and digital technologies: A scoping review
AU - Major, L.
AU - Warwick, P.
AU - Rasmussen, I.
AU - Ludvigsen, S.
AU - Cook, V.
T2 - Education and Information Technologies
AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
DA - 2018/09/01/
PY - 2018
DO - 10.1007/s10639-018-9701-y
DP - Springer Link
VL - 23
IS - 5
SP - 1995
EP - 2028
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
ST - Classroom dialogue and digital technologies
UR - https://doi.org/10.1007/s10639-018-9701-y
Y2 - 2020/01/07/15:49:07
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10639-018-9701-y.pdf
KW - _THEME: Teacher Professional Development
KW - Classroom dialogue
KW - Collaboration
KW - Digital technology
KW - Edtech
KW - Talk
ER -

TY - JOUR
TI - Classroom dialogue and digital technologies: A scoping review
AU - Major, L.
AU - Warwick, P.
AU - Rasmussen, I.
AU - Ludvigsen, S.
AU - Cook, V.
T2 - Education and Information Technologies
AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
DA - 2018/09/01/
PY - 2018
DO - 10.1007/s10639-018-9701-y
DP - Springer Link
VL - 23
IS - 5
SP - 1995
EP - 2028
J2 - Educ Inf Technol
LA - en
SN - 1573-7608
ST - Classroom dialogue and digital technologies
UR - https://doi.org/10.1007/s10639-018-9701-y
Y2 - 2020/09/16/12:38:32
L1 - https://link.springer.com/content/pdf/10.1007%2Fs10639-018-9701-y.pdf
ER -

group:2405685

itemKey:T6GR54KG

itemKeyOld:QLMSBRPI