This paper reviews the literature linking ICT to teaching thinking skills and advocates a new dialogic framework which has implications for practice. The main conceptualisations of the relationship between ICT and teaching thinking are described as, the computer as tutor, the computer as cognitive tool and the computer as support for collaborative learning. The computer supported collaborative ...

abstract controversy has not been yet resolved among l2 researchers as how to enhance higher-order thinking skills (hotss) in efl contexts. responding to the growing need to foster thinking skills, many l2 educators have recently attempted to investigate the effect of diverse teaching strategies on hots. yet, few studies have focused on the infusion of gardner’s (1999) theory of multiple intell...

Abstract Controversy has not been yet resolved among L2 researchers as how to enhance higher-order thinking skills (HOTSs) in EFL contexts. Responding to the growing need to foster thinking skills, many L2 educators have recently attempted to investigate the effect of diverse teaching strategies on HOTS. Yet, few studies have focused on the infusion of Gardner’s (1999) theory of multiple intell...

abstract recent interest in teaching thinking has lead different researchers to examine different approaches in education to find effective methods and approaches for teaching thinking. through a qualitative case analysis, this study attempted to identify the effects of the infusion model of teaching thinking implemented through a dialogic approach on a phd candidate’s critical thinking skills....

This paper reviews the literature linking information and communications technology (ICT) to teaching thinking skills and advocates a dialogic framework which has implications for practice. The computer supported collaborative learning (CSCL) movement is critiqued for not always taking into account the radical implications of the concept of ‘dialogic’ which is the idea that meaning-making requi...

Background: Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of rese...

Accepting that learning is dialogic necessitates the development of teaching and learning activities that support a learning-conversation. Further, Blended Learning requires learning technologies to support the conventional teaching settings by constructing activities that enhance, rather than simply replace, the conventional teaching settings. Just-in-Time Teaching is one such strategy that ac...

While online students may wish to see their teacher on video, there may be practical, pedagogical, affective or political reasons for hesitating. Drawing on my own experiences of online teaching both on a Masters programme and a MOOC (EDCMOOC), the paper raises questions about approaches to teaching, misrepresentation, surveillance and teacher agency. I conclude that though there are problems i...