This book empowers people to go beyond themselves into new spheres of learning, thinking and creativity. Drawing on recent work in communications theory as well as psychology, computer science and philosophy, it reveals some key characteristics of learning dialogues. It also demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. The book's central argument is that this dialogic perspective in education and the latest developments in information and communications technology make ideal partners.
Introduction: Challenge of the Changing Chronotope.- Dialogic: Opening a Space.- Mediation: From Dialectic to Dialogic.- Reason: Dialogic as a Direction.- Creativity: Playful Reflective Dialogue in Classrooms.- Teaching Thinking: Controversies and Questions.- Teaching Thinking: Metaphors and Taxonomies.- Teaching Thinking with Information and Communications Technology.- Talk Around Computers: Expanding the Space of Reflection.- Computers Supporting Dialogue: Breaking Out of the Frame.- Dialogues Online: Crossing a Threshold.- Technology, Education and Enlightenment.
Computers and Teaching Thinking.- Computers and Dialogic Reason in the Classroom.- Situating General Thinking and Learning Skills.- Creating and Sustaining an Online Community of Enquiry.- Dialectic and Dialogic Perspectives on the Role of Technology.- Dialogic Reason and Creativity Around and Through Computers.- Tools for Induction into Argument.- Reflective Communities Online.- Researching Dialogue with Technology.- Technology and Enlightenment.
Focuses on development of theory and empirical research
Reports a coherent program, exploring the dialogic perspective of the use of technology in education
Encompasses a wide range of ages and uses, including: software to promote spoken reasoning in young children, studies of computer tools to support induction into argumentation, and accounts of the creative reflective communities of practice on line