Classroom dialogue and digital technologies: A scoping review
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Classroom dialogue and digital technologies: A scoping review L. Major 1 & P. Warwick 1 & I. Rasmussen 2 & S. Ludvigsen 2 & V. Cook 1
Received: 31 October 2017 / Accepted: 23 February 2018 # The Author(s) 2018
Abstract This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. Keywords Classroom dialogue . Talk . Collaboration . Digital technology . Edtech . Review
Highlights • 72 studies, across 18 countries, mapped and analysed • Characteristics of studies, including methodologies, determined • Themes linking digital technologies and dialogue extrapolated • Multiple affordances of technologies for enhancing dialogue evidenced • Challenges of technology use, with dialogic pedagogy, identified Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10639-0189701-y) contains supplementary material, which is available to authorized users.
* L. Major [email protected]
1
Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK
2
Department of Education, University of Oslo, PO Box 1092, Blindern, Sem Sælands vei 7, 0317 Oslo, Norway
Educ Inf Technol
1 Introduction 1.1 A systematic scoping review This paper reports the first systematic scoping review of research that links school-based classroom dialogue and digital technology. While research on classroom talk and dialogue is well established, research into the use of digital technology in classrooms generally is a relatively new area; and research into interactions between classroom dialogue and technology is very recent. As this is the case, a scoping review is an appropriate tool for enabling the research community to access existing understandings evident in the literature. Scoping reviews are a rigorous and transparent form of secondary research and have offered a popular approach to appraising, for example, healthcare evidence for a number of years (Levac et al. 2010). They involve collecting, evaluating and presenting available evidence (Arksey and O'Malley 2005). This is interpreted and analysed at a ‘high level’, which allows for the identification of clusters and gaps that can inform the focus of future research (Kitchenham et al. 2015). A stated strength of the methodology is its ability to identify the key features of
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