Dialogic Education and Technology: Expanding the Space of Learning by Rupert Wegerif (2010)

In this book, Dialogic Education and Technology by Rupert Wegerif, the focus is on how new technology can draw people into dialogues that take them beyond themselves into learning, thinking, and creativity. The research reported in the book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich, and expand such dialogues.

A dialogic perspective is developed through insights from communications theory, psychology, computer science, and philosophy. This perspective highlights the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have often treated dialogue as a means to the end of knowledge construction, this book presents dialogue as an end in itself. Moving learners into the space of dialogue is described as the core aim of education.

The central argument is that there is a convergence between this dialogic perspective on education and the affordances of new information and communications technology. A genuinely dialogic perspective is relatively new to the field of educational technology, and there is considerable interest among researchers in exploring what additional insights a dialogical approach can offer.

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