The impact of technology-mediated dialogue on critical thinking in the secondary English classroom

Abstract This study examined the influence of technology-mediated dialogue on the development of critical thinking. A mixed-methods approach with a switching-replication design was used to determine if and how a microblogging platform (Talkwall) influenced critical thinking development in Year 10 students ( n = 203) completing a media literacy unit over a six-week period. While all students completed a curriculum designed using dialogic pedagogy underpinned by exploratory talk principles, those in the experiment condition were exposed to the microblogging platform which mediated small-group and whole-class discussions. Analysis of the quantitative results involving three repeated measures revealed that dialogic pedagogy without technology was just as effective in influencing critical thinking skills as using the microblogging platform. Thematic analysis of focus group interviews with student ( n = 10) and teacher participants ( n = 5) revealed that access to diverse perspectives prompted reflection and refutation, and the externalisation of ideas challenged students to evaluate and therefore participate in dialogic activities thus strengthening their critical thinking skills. The efficiency and pace of the lessons mediated by technology were perceived to accelerate information processing.