Classroom Dialogue and Digital Technologies: A Scoping Review
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| Title: | Classroom Dialogue and Digital Technologies: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Major, L. (ORCID |
| Source: | Education and Information Technologies. Sep 2018 23(5):1995-2028. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Interaction, Classroom Communication, Dialogs (Language), Educational Technology, Technology Uses in Education |
| DOI: | 10.1007/s10639-018-9701-y |
| ISSN: | 1360-2357 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 157 |
| Entry Date: | 2018 |
| Accession Number: | EJ1189139 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 1360-2357 |
| DOI: | 10.1007/s10639-018-9701-y |
