dialogic and learning in the digital age, Special Issue of British Journal of Educational Psychology: Psychological Insights into the Use of New Technologies in Education (In Press).
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AbstractThis paper examines and reflects on a selection of approaches to technology enhanced learning that focus on the promotion of contemporary interactions and thinking. These processes and practices are articulated in terms of dialectic and dialogic dimensions of learning dialogue. We hold that these dialectic and dialogic processes (interpreted broadly) are a primary ‘engine ’ for stimulating and supporting the collaborative development of knowledge, meaning and understanding in ways that promote deep learning in most educational contexts. The argument presented in this article includes reviews of the authors’ previous work which encompasses philosophical foundations, sociocultural psychology, empirical studies and design-based research methods. After presenting related perspectives and examples that substantiate our ‘dialectical and dialogical stance’, we will summarise the implications for designing interactions that stimulate thinking, conceptual development and engaging learning. One major implication is that we need to improve our theorising about the key features of the anatomy of effective and meaningful learning interaction and dialogue. Background: Reclaiming thinking This paper examines and reflects upon a selection of approaches to technology enhanced learning that focus on the promotion of contemporary dialogue, interaction and thinking. This emphasis provides a deliberate contrast to current large-scale ‘e-learning ’ initiatives in the UK such as BBC Digital Curriculum (BBC DC), Curriculum Online, National Learning Network (NLN) and the Joint Information Systems Committees (JISCs) work into