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The children's machine: rethinking school in the age of the computer
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Computers and the collaborative experience of learning
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Design for multimedia learning
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Learning with computers: analysing productive interaction
Ontology-driven document enrichment: principles, tools and applications
International Journal of Human-Computer Studies
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Implementing Computer Supported Cooperative Learning
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The role of educational software as a support for teaching and learning conversations
Computers & Education
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Groups, group cognition and groupware
CRIWG'05 Proceedings of the 11th international conference on Groupware: design, Implementation, and Use
Polyphonic support for collaborative learning
CRIWG'06 Proceedings of the 12th international conference on Groupware: design, implementation, and use
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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 requires the inter-animation of more than one perspective. It is argued that dialogue and dialogic is the key to 'learning to learn' and other higher order thinking skills and that the unique features of ICT particularly suit it to inducting learners into learning dialogues and to the deepening and broadening of dialogues as an end in itself.