ERIC Number: EJ1454479
Record Type: Journal
Publication Date: 2025
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
How Teachers Make Talk Rules Relevant as Collective Scaffolds in the Context of Digital Technology -- Support for and from Microblogging
Teacher Development, v29 n1 p44-67 2025
Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk rules have proven beneficial for learning in this context. However, research on the strategies teachers use to make talk rules relevant in activities that include digital technology is rare. The authors analyse teachers' strategies in 57 lessons, part of a teacher professional development initiative featuring explicit focus on talk rules and teachers' use of the microblogging tool Talkwall. Their results contribute to understanding (1) how teachers can use digital technology to make talk rules relevant in activities and (2) how digital technology, when used with a dialogic approach, can promote student talk for learning. Lastly, they consider next steps in creating productive resources for teacher professional development focused on digital technology.
Descriptors: Faculty Development, Teacher Collaboration, Classroom Communication, Technology Uses in Education, Electronic Journals, Computer Mediated Communication, Dialogs (Language)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A