The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.
Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry
Open accessAbstract
This article describes a continuing programme of school-based applied research. The basis of this research, which originated in a project called ‘Thinking Together’, lies in the relationship between language and cognitive development postulated by sociocultural theory. The research has developed and tested methods for improving the quality of classroom interaction amongst teachers and students, looking for improved levels of collaboration, reasoning, and academic attainment as the desirable outcomes. A key strand of this research concerns the use of digital technology for supporting classroom dialogue and students’ emerging thinking over time. As we will explain, the outcomes of several research projects pursuing this line of enquiry have yielded positive results which have direct implications for classroom pedagogy and practice.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
The Ecological Approach to Visual Perception
Bornstein, M. H., & Gibson, J. J. (1980) · The Journal of Aesthetics and Art Criticism · doi:10.2307/429816 · Cited by 22,935
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
Rogoff, B. (1995) · Sociocultural Studies of Mind · doi:10.1017/cbo9781139174299.008 · Cited by 1,990
Dialogic inquiry towards a sociocultural practice and theory of education
Wells, G. A. (1999) · Cited by 1,906
Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser
(2018) · Routledge eBooks · doi:10.4324/9781315044408 · Cited by 1,810
Barron, B. (2003) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1203_1 · Cited by 1,446
Mercer, N. (2002) · Routledge eBooks · doi:10.4324/9780203464984 · Cited by 1,327
Self-citationCommon Knowledge : The Development of Understanding in the Classroom
Edwards, D., & Mercer, N. (2012) · Cited by 1,322
Self-citationFrom communication to curriculum
Barnes, D. (1976) · Medical Entomology and Zoology · Cited by 1,305
Cited by
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e16348 · Cited by 337
Lim, E. M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11724-6 · Cited by 133
Silseth, K., Steier, R., & Arnseth, H. C. (2024) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-023-09413-0 · Cited by 20
Metadata
- Authors
- Mercer, N., Hennessy, S., & Warwick, P.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2019
- Volume
- 97
- Pages
- 187-199
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2762443007
- Cited by
- 258
- References
- 64
- FWCI
- 22.24
- Type
- journal article
- Language
- en
- Open access
- hybrid
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- Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2017.08.007
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
