Dialectical thinking is a way of discussing and analyzing things from different viewpoints to reach a solution. It is often taught in language courses by conducting argumentation activities. However, without providing effective strategies or tools, learners generally encounter difficulties in structuring their viewpoints during the argumentation…

This paper used a novel literature review approach--co-citation network analysis--to illuminate the latent structure of 87 empirical papers in the field of young children's learning with technology (YCLT). Based on the document co-citation analysis, a total of 206 co-citation relationships among the 87 papers were identified and then graphically…

This mixed methods study addresses a knowledge gap in the nature and effects of networked scholarship. We analyze #DigPed, a Twitter hashtag on critical pedagogy, through the lens of Tufekci's "capacities and signals" framework in order to understand how educational narratives develop and spread on #DigPed. Using social network analysis…

The purpose of this study was to investigate preservice science teachers' collaborative knowledge building through socioscientific argumentation on healthy eating in a multiple representation-rich computer supported collaborative learning (CSCL) environment. This study was conducted with a group of preservice science teachers (n = 18) enrolled in…