Impact Journal Logo

Promoting dialogue with Google Classroom

Written by: Tristan Igglesden
|Figure 1 illustrates the professional learning community (PLC) model used to generate design principles for dialogue with Google Classroom. It includes: Dialogic intentions
6 min read
Tristan Igglesden, Faculty of Education, Cambridge University, UK Introduction The demand for remote learning, accelerated by the COVID-19 pandemic, has led to the introduction of the Google Classroom learning management system (LMS) into the lives of over 150 million students (Google, 2021). However, most teachers had little time to consider the potential of this technology to support, develop and transform their classroom practice before its introduction in their settings. Resource-based interventions alone have been shown to add little value to education, and the use of digital tools in schools continues to be characterised in some cases by a focus on the technology itself, rather than the pedagogy that it is intended to support (Hennessy et al., 2017). But it is the pedagogy that we need to start with. Many teachers are increasingly focusing on promoting productive classroom dialogue between students, providing them with opportunities to explore and generate ideas together thr

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

References
  • Alexander R (2001) Culture and Pedagogy: International Comparisons in Primary Education. Hoboken, NJ: Wiley-Blackwell.
  • Dawes L, Mercer N and Wegerif R (2004) Thinking Together: A Programme of Activities for Developing Speaking, Listening and Thinking Skills for Children Aged 8–11. Birmingham: Imaginative Minds.
  • Gaunt A and Stott A (2018) Transform Teaching and Learning Through Talk: The Oracy Imperative. Lanham, Maryland: Rowman & Littlefield.
  • Google (2021) A peek at what’s next for Google Classroom. Available at: https://blog.google/outreach-initiatives/education/classroom-roadmap (accessed 14 December 2021).
  • Hennessy S, Dragovic T and Warwick P (2017) A research-informed, school- based professional development workshop programme to promote dialogic teaching with interactive technologies. Professional Development in Education 44(2): 1–24.
  • Hennessy S, Rojas-Drummond S, Higham R et al.(2016) Developing an analytic coding scheme for classroom dialogue across educational contexts. Learning, Culture and Social Interaction 9: 16–44.
  • Igglesden T (2019) Dialogic teaching in Google Classrooms. Impact 2019 special issue. Available at: https://impact.chartered.college/article/dialogic-teaching-google-classrooms (accessed 14 December 2021).
  • Major L, Warwick P, Rasmussen I et al. (2018) Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies 23(5): 1995–2028.
  • Mercer N and Dawes L (2008) The value of exploratory talk. In: Mercer N and Hodgkinson S (eds) Exploring Talk in School: Inspired by the Work Of Douglas Barnes. London: Sage, pp. 55–72.
  • Mercer N and Howe C (2012) Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction 1(1): 12–21.
  • Warwick P, Cook V, Vrikki M et al. (2020) Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction 24: 100376.
  • Wegerif R (2013) Dialogic: Education for the Internet Age. Abingdon: Routledge.
  • Wells G (2007) Semiotic mediation, dialogue and the construction of knowledge. Human Development 50(5): 244–274.
0 0 votes
Please Rate this content
0 Comments
Inline Feedbacks
View all comments

From this issue

Impact Articles on the same themes