Talking Texts into Being: On the Social Construction of Everyday Life and Academic Knowledge in the Classroom

Green, Judith; Yeager, Beth; Castanheira, Maria Eugênia Monteiro

doi:10.4135/9781446279526.n7

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“…As illustrated in subsequent sections via examples from practice, these artefacts are manipulated or annotated, chosen as significant, reconstructed from different points in time, revisited, interpreted or critically analysed, negotiated, and modified. This happens in conjunction with spoken dialogue that offers students opportunities to make links with previous tasks and to reconstruct meaning (Green et al . 2008; Scott et al .…”

Section: Beyond ‘Talk’: the Affordances Of Interactive Whiteboard Tecmentioning

confidence: 99%

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The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

Hennessy

2011

Journal of Computer Assisted Learning

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This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology 'opening up a dialogic space for reflection', but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue.This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples.

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Section: Beyond ‘Talk’: the Affordances Of Interactive Whiteboard Tecmentioning

confidence: 99%

“…In all of these kinds of revisiting, digital artefacts, like other produced texts, become ‘academically and socially significant resources for future work’ (Green et al . 2008, p. 126).…”

Section: Using Digital Artefacts To Sustain and Progress Dialogue Cummentioning

confidence: 99%

The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

Hennessy

2011

Journal of Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

Talking Texts into Being: On the Social Construction of Everyday Life and Academic Knowledge in the Classroom

Cited by 1 publication

References 0 publications

The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

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