Reclaiming thinking : dialectic , dialogic and learning in the digital age

This paper examines and reflects on a selection of approaches to technology enhanced learning that focus on the promotion of contemporary interactions and thinking. These processes and practices are articulated in terms of dialectic and dialogic dimensions of learning dialogue. We hold that these dialectic and dialogic processes (interpreted broadly) are a primary 'engine' for stimulating and supporting the collaborative development of knowledge, meaning and understanding in ways that promote deep learning in most educational contexts. The argument presented in this article includes reviews of the authors' previous work which encompasses philosophical foundations, sociocultural psychology, empirical studies and design-based research methods. After presenting related perspectives and examples that substantiate our 'dialectical and dialogical stance', we will summarise the implications for designing interactions that stimulate thinking, conceptual development and engaging learning. One major implication is that we need to improve our theorising about the key features of the anatomy of effective and meaningful learning interaction and dialogue.