Investigating Digital Technology's Role in Supporting Classroom Dialogue: Integrating Enacted Affordance into Analysis across a Complex Dataset

Autor/inn/en	Major, Louis; Smørdal, Ole; Warwick, Paul; Rasmussen, Ingvill; Cook, Victoria; Vrikki, Maria
Titel	Investigating Digital Technology's Role in Supporting Classroom Dialogue: Integrating Enacted Affordance into Analysis across a Complex Dataset
Quelle	In: International Journal of Research & Method in Education, 46 (2023) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Major, Louis) ORCID (Smørdal, Ole) ORCID (Warwick, Paul) ORCID (Cook, Victoria) ORCID (Vrikki, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2022.2032632
Schlagwörter	Classroom Communication; Educational Technology; Interaction; Affordances; Web Sites; Electronic Publishing; Foreign Countries; Classification; Data Analysis; Coding; Oral Language; United Kingdom (England); Norway + Suchen Sie Ihr Suchwort? Klassengespräch; Unterrichtsmedien; Interaktion; Web-Design; Elektronisches Publizieren; Ausland; Classification system; Klassifikation; Klassifikationssystem; Auswertung; Codierung; Programmierung; Oral interpretation; Mündlicher Sprachgebrauch; Norwegen
Abstract	Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11-13 in England and Norway, it outlines a rigorous process for data categorization -- and subsequent inductive and deductive analysis -- that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher -- and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01