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Book Chapter: Progressive dialogue in computer-supported collaborative knowledge building

TitleProgressive dialogue in computer-supported collaborative knowledge building
Authors
Issue Date2019
PublisherRoutledge
Citation
Progressive dialogue in computer-supported collaborative knowledge building. In Mercer, N., Wegerif, R. and Major, L. (Eds.), The Routledge International Handbook of Research on Dialogic Education , p. 469-484. Abington, Oxon: Routledge, 2019 How to Cite?
AbstractThe 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, 2016), microblogging (Cook, Warwick, Vrikki, Major, & Wegerif, 2019) and wiki-supported tools for knowledge construction (Pifarré & Staarman, 2011). Research has shown how meaning is generated through dialogue and how technology can create and open up a “dialogic space” (Wegerif, 2007) for inter-thinking (Littleton & Mercer, 2013). New technology not only makes it possible for dialogue to transcend time and space but also provides opportunities for dialogue to be dynamic, creative and transforming.
DescriptionRoutledge International Handbooks of Education
Persistent Identifierhttp://hdl.handle.net/10722/278366
ISBN

 

DC FieldValueLanguage
dc.contributor.authorChan, CKK-
dc.contributor.authorTong, Y-
dc.contributor.authorvan Aalst, JCW-
dc.date.accessioned2019-10-04T08:12:38Z-
dc.date.available2019-10-04T08:12:38Z-
dc.date.issued2019-
dc.identifier.citationProgressive dialogue in computer-supported collaborative knowledge building. In Mercer, N., Wegerif, R. and Major, L. (Eds.), The Routledge International Handbook of Research on Dialogic Education , p. 469-484. Abington, Oxon: Routledge, 2019-
dc.identifier.isbn1138338516-
dc.identifier.urihttp://hdl.handle.net/10722/278366-
dc.descriptionRoutledge International Handbooks of Education-
dc.description.abstractThe 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, 2016), microblogging (Cook, Warwick, Vrikki, Major, & Wegerif, 2019) and wiki-supported tools for knowledge construction (Pifarré & Staarman, 2011). Research has shown how meaning is generated through dialogue and how technology can create and open up a “dialogic space” (Wegerif, 2007) for inter-thinking (Littleton & Mercer, 2013). New technology not only makes it possible for dialogue to transcend time and space but also provides opportunities for dialogue to be dynamic, creative and transforming.-
dc.languageeng-
dc.publisherRoutledge-
dc.relation.ispartofThe Routledge International Handbook of Research on Dialogic Education-
dc.titleProgressive dialogue in computer-supported collaborative knowledge building-
dc.typeBook_Chapter-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.emailvan Aalst, JCW: vanaalst@hku.hk-
dc.identifier.authorityChan, CKK=rp00891-
dc.identifier.authorityvan Aalst, JCW=rp00965-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.4324/9780429441677-
dc.identifier.hkuros306303-
dc.identifier.spage469-
dc.identifier.epage484-
dc.publisher.placeAbington, Oxon-

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