Classroom Talk for Learning: Support for and From Microblogging

Abstract

This poster presents a study of a teacher professional development initiative to develop teachers’ strategies for promoting students’ exploratory talk when using digital technology. We analysed 57 lessons featuring an explicit focus on talk rules and teachers who used a microblogging tool. Our results reveal how the teachers wove talk rules into the fabric of classroom talk during microblogging activities. These results further an understanding of teachers scaffolding strategies and pedagogical use of digital technology.