ABSTRACT
As part of the Teachers College cohort, Emile had stood out as the most dedicated to enacting dialogical pedagogy. Whereas Ray was intrigued but skeptical and Ann felt it could only be enacted under certain conditions, Emile was most intent on taking a dialogical stance across nearly all aspects of his practice. The teacher who studied and embraced dialogical teaching meets the teacher who was educated through a system that most often uses assessment as a sifting device at best and a cudgel at worst. The good news is that, within the complexity of the moment, Emile was working from available data; he was considering past observations of his student, carefully monitoring her reactions in the conference, and bringing her past work into the discussion. Dawan struggled to not only enforce her school's cell phone policy, but also wondered about the ethics of circumventing the policy when research on technology integration identified phones as learning tools.
