ABSTRACT

The realisation of voice is a particularly challenging aspect of dialogue. The aim of this study is to explore how a microblogging tool creates conditions for the realisation of student voice. Drawing on data collected as part of a larger international study, analysis of student focus group interviews (aged 11–12 years) in two schools in England (n = 36) suggest that the use of a microblogging tool can develop student agency, helping to realise student voice by removing the struggle to capture and maintain the floor and enabling students to become attuned to the ideas of others. However, some students were concerned about the tool's democratic use. Guided by this finding, a detailed micro-analysis of interactions of video data, lesson transcripts and microblog meta-data explores how students' microblogging contributions were heeded by three teachers in one school. We consider the pedagogical implications of these findings, exploring the juxtaposition between a school culture that celebrates individual achievement and the culture of a dialogic classroom. For such classrooms, this research indicates that student commitment to dialogic interaction is encouraged where the ideas of all students are, as far as possible, acknowledged by the teacher and used in developing collective ideas.

摘要

语音的实现是对话中一个特别具有挑战性的方面。本研究的目的是探索微博工具如何为学生声音的实现创造条件。根据一项更大的国际研究收集的数据，对英格兰两所学校（n = 36）的学生焦点小组访谈（11-12 岁）的分析表明，使用微博工具可以培养学生的能动性，有助于通过消除争夺和保持发言权的斗争并使学生能够适应他人的想法来实现学生的声音。然而，一些学生担心该工具的民主使用。在这一发现的指导下，对视频数据、课程成绩单和微博元数据的交互进行了详细的微观分析，探讨了学生如何 一所学校的三位老师关注了微博的贡献。我们考虑这些发现的教学意义，探索庆祝个人成就的学校文化与对话课堂文化之间的并置。对于这样的课堂，这项研究表明，在所有学生的想法都尽可能得到教师认可并用于发展集体想法的情况下，鼓励学生致力于对话互动。