Rupert Wegerif – författare

This book offers a coherent theory of education, education as widening and deepening dialogic space, that addresses the fundamental educational questions: What should we teach? How should we teach it? And, of course, why should we teach it? This dialogic theory, and the educational practice bound up with it, responds to the challenges of the Anthropocene and the rise of artificial intelligence (AI) by supporting education for collective intelligence and global citizenship.The key to effectively preparing students for the future, Wegerif argues, lies in framing education as the expansion of dialogue. The author illustrates how dialogue can enable students to move from procedural to conceptual understandings of a subject. Employing extensive practical examples and guidance, chapters outline how to redesign education programmes to promote those moral and intellectual virtues that are essential to dialogue. The book also includes cutting-edge advice on how AI can be used by teachers and students to enhance general thinking skills by enhancing dialogue.Providing both theoretical and practical insights, this book is an essential resource for students and scholars of education, as well as teachers at all levels of education. It is also a valuable read for educational technologists and policy-makers seeking to make informed design and policy decisions.

Dialogic Education and Technology is about using new technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. The program of research reported in this 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 drawing upon recent work in communications theory, psychology, computer science and philosophy. This perspective foregrounds the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have tended to see dialogue as a means to the end of knowledge construction the dialogic perspective taken by this book sees dialogue as an end in itself - in fact moving learners into the space of dialogue is described as the core aim of education. The central argument of the book is that there is a convergence between this dialogic perspective in 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 a considerable amount of interest in this topic amongst researchers who wish to see what extra insights, if any, a dialogical approach can offer them. "This is an exciting book that synthesizes, clarifies and extends mounting discussions of dialogical thinking related to computer-supported education [...]. It is not only a delightful personal statement, but provokes thought on central issues of CSCL and enters into challenging dialog with the relevant alternative approaches. As a result of reading this book, I am convinced that we urgently need to open new online spaces for people to understandingly interact with different perspectives and creatively generate new insight and respect for difference."-Gerry StahlExecutive Editor of the International Journal of Computer Supported Collaborative LearningThis book offers a set of lenses which give deep insight into education and the use of technologies for learning. The moves between empirical studies, theoretical reflections and discussion of the design of learning environments make the book very thought provoking. Ideas are not just treated as ideas but they become transformed into principles for design. Wegerif is convincing that the use of technology for the creation, maintaining and development of dialogical spaces has the potential for transforming and expanding educational experiences in a way which offers a needed vision of learning for the future.-Sten LudvigsenDirector of the InterMedia Centre for design, communication and learning University of Oslo

Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on:* raising pupil achievement in the core subject areas* developing collaborative learning in small groups* using group discussions as a way of improving general communication, as well as thinking and reasoning skills.The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.

Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, Lyn Dawes and Rupert Wegerif outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on:* raising pupil achievement in the core subject areas* developing collaborative learning in small groups* using group discussions as a way of improving general communication, as well as thinking and reasoning skills.The approach is to use computers as a support for collaborative learning in small groups and this book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers.

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education.Areas covered in the book include: dialogical learning and cognition dialogical learning and emotional intelligence educational technology, dialogic ‘spaces’ and consciousness global dialogue and global citizenship dialogic theories of science and maths educationThe challenge identified in Wegerif’s text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education.Areas covered in the book include: dialogical learning and cognition dialogical learning and emotional intelligence educational technology, dialogic ‘spaces’ and consciousness global dialogue and global citizenship dialogic theories of science and maths educationThe challenge identified in Wegerif’s text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.

The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses. Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include: • Theoretical perspectives on teaching thinking • Approaches for teaching thinking • Developing creative thinking • Developing critical thinking and metacognition • The assessment of thinking • Teaching thinking in the context of STEM • Collaborative thinking and new technology • Neuro-educational research on teaching thinkingThis book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking

Educational technology is controversial – some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a ‘dialogic’ theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence.Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design.A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching or making decisions about the use of technologies within educational contexts.

Educational technology is controversial – some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a ‘dialogic’ theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence.Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design.A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching or making decisions about the use of technologies within educational contexts.

Thinking Together in Primary Science offers eight fully resourced lesson plans aimed at ages 9–11 to get teachers and primary-aged children talking together about science and how scientists think and learn as a community. The lessons will help children to form a stronger relationship with science and to understand how scientific thinking can help them in everyday life.By secondary school, many young people have already decided that science is not for them. One implication of this is people are less likely to adopt a ‘scientific mindset’ when evaluating the information they encounter online. Understanding the nature of science – what it is and the ways of thinking associated with it – helps young people to identify with the subject, and can protect them from everyday misinformation. The book introduces children to key ideas, such as the tentative nature of scientific knowledge, the importance of scepticism, and the role of evidence. It highlights how science can be trusted because of the collaborative way the scientific community generates, tests, and refines knowledge over time.The book empowers teachers to teach science with greater depth and meaning while embedding oracy into the curriculum. Building on the evidence-based Thinking Together approach, it uses stories to spark dialogue that deepens children’s understanding of science, fosters a closer connection to the subject, and helps protect them from the misinformation so prevalent in today’s world.

Thinking Together in Primary Science offers eight fully resourced lesson plans aimed at ages 9–11 to get teachers and primary-aged children talking together about science and how scientists think and learn as a community. The lessons will help children to form a stronger relationship with science and to understand how scientific thinking can help them in everyday life.By secondary school, many young people have already decided that science is not for them. One implication of this is people are less likely to adopt a ‘scientific mindset’ when evaluating the information they encounter online. Understanding the nature of science – what it is and the ways of thinking associated with it – helps young people to identify with the subject, and can protect them from everyday misinformation. The book introduces children to key ideas, such as the tentative nature of scientific knowledge, the importance of scepticism, and the role of evidence. It highlights how science can be trusted because of the collaborative way the scientific community generates, tests, and refines knowledge over time.The book empowers teachers to teach science with greater depth and meaning while embedding oracy into the curriculum. Building on the evidence-based Thinking Together approach, it uses stories to spark dialogue that deepens children’s understanding of science, fosters a closer connection to the subject, and helps protect them from the misinformation so prevalent in today’s world.

Across the world education for 'thinking’ is seen as the key to thriving in an increasingly complex, globalised, technological world. The OECD suggests that teaching thinking is key to growing a more successful economy; others claim it is needed for increased democratic engagement and well-being. Theory of Teaching Thinking discusses what is meant by ‘thinking’ in the context of teaching and takes a global perspective incorporating contributions from neurocognitive, technological, Confucian, philosophical, and dialogical viewpoints. Questions explored throughout this edited volume include: what is thinking? how can thinking be taught?what does ‘better thinking’ mean, and how can we know it if we see it? what is the impact on wider society when thinking is taught in the classroom? Extensively researched and at the cutting edge of this field, this book provides the context for teaching thinking that researchers, teachers, and policy-makers need. As the first book in a brand new series, Research on Teaching Thinking and Creativity, it is a much-needed introduction and guide to this critical subject.

Across the world education for 'thinking’ is seen as the key to thriving in an increasingly complex, globalised, technological world. The OECD suggests that teaching thinking is key to growing a more successful economy; others claim it is needed for increased democratic engagement and well-being. Theory of Teaching Thinking discusses what is meant by ‘thinking’ in the context of teaching and takes a global perspective incorporating contributions from neurocognitive, technological, Confucian, philosophical, and dialogical viewpoints. Questions explored throughout this edited volume include: what is thinking? how can thinking be taught?what does ‘better thinking’ mean, and how can we know it if we see it? what is the impact on wider society when thinking is taught in the classroom? Extensively researched and at the cutting edge of this field, this book provides the context for teaching thinking that researchers, teachers, and policy-makers need. As the first book in a brand new series, Research on Teaching Thinking and Creativity, it is a much-needed introduction and guide to this critical subject.

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time.The handbook is divided into seven sections, covering:The theory of Dialogic EducationClassroom dialogueDialogue, teachers and professional developmentDialogic Education for literacy and languageDialogic Education and digital technologyDialogic Education in science and mathematicsDialogic Education for transformative purposesExpertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.

The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses. Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include: • Theoretical perspectives on teaching thinking • Approaches for teaching thinking • Developing creative thinking • Developing critical thinking and metacognition • The assessment of thinking • Teaching thinking in the context of STEM • Collaborative thinking and new technology • Neuro-educational research on teaching thinkingThis book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking

Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.

Dialogue has long been used in primary classrooms to stimulate thinking, but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge-rich subjects. A sound understanding of key concepts is essential to progress through the national curriculum, and assessment of this understanding along with effective feedback is central to good practice. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy-to-follow template lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Providing a structure for engaging children and creating an environment in which dialogue can flourish, this book is separated into three parts: Establishing a classroom culture of learning; Core concepts across the curriculum; Wider dialogues: Educational adventures in the conversation of mankind. Written to support all those in the field of primary education, this book will be an essential resource for student, trainee and qualified primary teachers interested in the educational importance of dialogue.

Research Methods for Educational Dialogue provides an overview of the range of possibilities for researching various forms of educational dialogue, underpinned by a coherent theoretical foundation. The authors, Kershner, Hennessy, Wegerif and Ahmed offer an integrated understanding of different methodological approaches in this fast-growing area of education. The book includes critical discussion of a variety of methods for investigating the characteristics and quality of dialogues for individuals and groups of participants in different educational contexts. These include student-student, teacher-student and wider professional dialogues, conducted face-to-face, online or mediated by classroom technologies. The authors argue for the integration of ethical and methodological principles, and consider the potential for innovative research methods that are dialogic in themselves. Including chapter commentaries from invited experts in the field, authentic research examples and a glossary of terms, this is essential reading for anyone looking to research in the area of educational dialogue.

Research Methods for Educational Dialogue provides an overview of the range of possibilities for researching various forms of educational dialogue, underpinned by a coherent theoretical foundation. The authors, Kershner, Hennessy, Wegerif and Ahmed offer an integrated understanding of different methodological approaches in this fast-growing area of education. The book includes critical discussion of a variety of methods for investigating the characteristics and quality of dialogues for individuals and groups of participants in different educational contexts. These include student-student, teacher-student and wider professional dialogues, conducted face-to-face, online or mediated by classroom technologies. The authors argue for the integration of ethical and methodological principles, and consider the potential for innovative research methods that are dialogic in themselves. Including chapter commentaries from invited experts in the field, authentic research examples and a glossary of terms, this is essential reading for anyone looking to research in the area of educational dialogue.

Dialogic Education and Technology is about using new technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. The program of research reported in this 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 drawing upon recent work in communications theory, psychology, computer science and philosophy. This perspective foregrounds the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have tended to see dialogue as a means to the end of knowledge construction the dialogic perspective taken by this book sees dialogue as an end in itself - in fact moving learners into the space of dialogue is described as the core aim of education. The central argument of the book is that there is a convergence between this dialogic perspective in 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 a considerable amount of interest in this topic amongst researchers who wish to see what extra insights, if any, a dialogical approach can offer them. "This is an exciting book that synthesizes, clarifies and extends mounting discussions of dialogical thinking related to computer-supported education [...]. It is not only a delightful personal statement, but provokes thought on central issues of CSCL and enters into challenging dialog with the relevant alternative approaches. As a result of reading this book, I am convinced that we urgently need to open new online spaces for people to understandingly interact with different perspectives and creatively generate new insight and respect for difference."-Gerry StahlExecutive Editor of the International Journal of Computer Supported Collaborative LearningThis book offers a set of lenses which give deep insight into education and the use of technologies for learning. The moves between empirical studies, theoretical reflections and discussion of the design of learning environments make the book very thought provoking. Ideas are not just treated as ideas but they become transformed into principles for design. Wegerif is convincing that the use of technology for the creation, maintaining and development of dialogical spaces has the potential for transforming and expanding educational experiences in a way which offers a needed vision of learning for the future.-Sten LudvigsenDirector of the InterMedia Centre for design, communication and learning University of Oslo

This book offers a coherent theory of education, education as widening and deepening dialogic space, that addresses the fundamental educational questions: What should we teach? How should we teach it? And, of course, why should we teach it? This dialogic theory, and the educational practice bound up with it, responds to the challenges of the Anthropocene and the rise of artificial intelligence (AI) by supporting education for collective intelligence and global citizenship.The key to effectively preparing students for the future, Wegerif argues, lies in framing education as the expansion of dialogue. The author illustrates how dialogue can enable students to move from procedural to conceptual understandings of a subject. Employing extensive practical examples and guidance, chapters outline how to redesign education programmes to promote those moral and intellectual virtues that are essential to dialogue. The book also includes cutting-edge advice on how AI can be used by teachers and students to enhance general thinking skills by enhancing dialogue.Providing both theoretical and practical insights, this book is an essential resource for students and scholars of education, as well as teachers at all levels of education. It is also a valuable read for educational technologists and policy-makers seeking to make informed design and policy decisions.

This text looks at how computers are being used in primary classrooms and how they could be used better. Its three sections focus upon: how do we investigate learning through talk around computers? What affects the quality of group work around computers? What can teachers do to improve this?

This book offers a multidisciplinary perspective on the ways in which the careful integration of AI might enhance learning outcomes. Essential for researchers, educators, and policymakers navigating the rapidly evolving educational technology landscape as AI becomes increasingly prevalent in every aspect of life.

This book reviews cultural factors influencing engagement and non-engagement in science education worldwide, sheds light on the reasons why increasing numbers of students fail to engage with science education, and assesses cultural diversity as a response.