How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
Authors
Feliciani, Karolyn
Issue Date
2023
Type
Research Report
Language
en
Keywords (free text)
T-SEDA , dialogue , microblogging , online teaching , ground rules , teacher professional development
Alternative Title
Abstract
Background and purpose
This inquiry aims to explore what happens when microblogging is introduced as a tool to facilitate an online community of practice. For many of our schools, online teaching during the pandemic was the predominant way of teaching and although some have now resumed face-to-face teaching many are still using a blended learning approach. Teachers are concerned that when teaching online some students are no longer participating and that this is hindering their progress.
Aims
The goal was to identify whether Talkwall (a microblogging tool) could create opportunities for online teaching to become more dialogic. Any change would be measured by the coding of group dialogue based on the T-SEDA analysis framework (T-SEDA Collective 2021).
Study design or methodology
The intervention involved three teachers based in Pakistan who were willing to discuss how they use a scheme of work over the course of two sessions. The first session was held over Teams with a question and answer format. The second session was also held over Teams but with the added intervention of a microblogging tool to help create a more dialogic environment. Teachers were also introduced to the concept of ground rules for talk.
Findings
The initial findings indicate that instances of inviting others to build upon ideas increased with the use of Talkwall. Contributions also increased among the participants as they began to lead the conversation while using the microblogging tool and implementing the ground rules discussed.
Conclusions, originality, value and implications
The use of microblogging is something for teachers to consider using when online teaching to help create a more dialogic environment in conjunction with dialogic pedagogical strategies.
Description
Citation
Publisher
Camtree: the Cambridge Teacher Research Exchange