ABSTRACT
Recent educational research has revealed the importance of the dialogic technology-enhanced pedagogy for supporting classroom dialogue, thinking and learning (Henessy, 2011; Hennessy, Deaney, Ruthven, & Winterbottom, 2007; Mercer, Hennessy & Warwick, 2017). Such research also highlights that technology must be embedded in well-designed classroom activities to promote collective thinking. Likewise, evidence gathered from interventional school-based studies using a dialogic pedagogy confirms the challenges of transferring research findings into real-life classroom settings (Major, Warwick, Rasmussen, Ludvigsen, & Cook, 2018). This suggests the need to establish joint collaboration between teachers and researchers in order to design a dialogic pedagogy that could help teachers go through and complete their syllabus along with achieving a more interactive and dialogic atmosphere in the classroom.
