Abstract
Abstract The aim of this chapter is to view technology-mediated classroom dialogue through the lens of Ragnar Rommetveit’s ideas of attunement and intersubjectivity. The authors draw on work from an international research project that examined the use of one microblogging tool in classrooms in Norway and England and present vignettes of classroom practice. Through the use of vignettes, the authors highlight examples of classroom practice that demonstrate how a combination of spoken dialogue and microblogging can foster students’ attentiveness and attunement towards the thoughts and ideas of their peers. Moreover, this integration of technology and dialogue promotes intersubjectivity within a classroom community, allowing for the co-construction of knowledge. Ultimately, the authors shed light on the potential benefits of microblogging as a tool for enhancing classroom dialogue and facilitating a collaborative learning environment.
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