In:Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. vii–viii
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This article is available free of charge.
Published online: 14 November 2014
https://doi.org/10.1075/ds.24.toc
https://doi.org/10.1075/ds.24.toc
Table of contents
Preface
About the authors
A constructivist approach to dialogic teaching and learning: Knowledge as social construction
Education and our conversations about, with and through technology
Understanding and explaining
The why dimension, dialogic inquiry, and technology supported learning
Learner-centered pedagogy: Building knowledge and constructing meaning in dialogic learning communities
Dialogue-oriented analysis of constructivist teaching and learning within a UK company
Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning Spaces
Teams Construct Knowledge During Project-Driven Social Interactions: A Facet of the CYBER Kids Method
Developing Teachers’ Epistemic Agency in a Knowledge Building Community through Cogenerative Dialogues
Dialogic knowledge building: Potentials of dialogic technologies for knowledge building and negotiation
Mobile Game-Based Learning in University Education
Dialogic knowledge building: The making of a narrative inquiry teacher education discourse community
Knowledge negotiation using technology: Potentials of technology and the knowledge negotiation model
Teaching and learning as explorative action games. Guidelines for the design of dialogic educational technology
Index
