ABSTRACT
This chapter presents an overview of the first systematic scoping review to examine the interactions between classroom dialogue and digital technology. It focuses on the role of digital technology in supporting productive classroom dialogue. The chapter examines how conceptions of technology affordances are considered in relation to a dialogic pedagogy. It also focuses on the ways in which research suggests that the affordances of digital technology may enhance productive classroom dialogue. The chapter provides a brief introduction to the origins of the concept of affordance, highlighting how affordances have typically been conceptualised in terms of ‘action possibilities’ in relation to educational uses of digital technology. It draws on the findings of the scoping review, which enabled a characterisation of broad technological affordances across a range of dialogic settings. The chapter outlines how affordance can be considered as comprised of two interrelated elements: ‘action possibilities’ and ‘enactment’.
