Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging

Bibliographic Data

ID12086281
AuthorsKari Anne Rødnes (0000-0002-1221-6592, University of Oslo, corresponding author), Ingvill Rasmussen (0000-0001-9688-5912, University of Oslo), Maren Omland (0000-0002-9235-867X, University of Oslo), Vivian Cook (0000-0001-7018-5221, University of Cambridge)
Year2020
Volume98
Pages103229-103229
Publication date2020-11-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTeaching and Teacher Education (JOURNAL)
Journal identifiersISSN: 0742-051X • E-ISSN: 1879-2480
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.tate.2020.103229
OpenAlexW3106547176
LanguageEN
Citations received10
References cited59

This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the concept of power in a social science lesson. This paper contributes to our understanding of dialogic practice as well as how specific features of technology can facilitate productive classroom interactions

Class (philosophy · Dialogic · Mathematics education · Microblogging · Multiculturalism · Pedagogy · Power (physics · Social media · Sociology · World Wide Web · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology

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Open DOIOpen Access