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Developing collaborative creativity through microblogging: A material-dialogic approach
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DOI：10.1016/j.tsc.2020.100685.png)
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摘要
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A dialogic theory of collaborative creativity focuses on the emergence of new perspectives from the interplay of `voices'. With much research on the interaction between digital technology, dialogue and collaborative creativity focusing on human voices, this paper explores how a microblogging tool may contribute to co-creative processes as a 'voice' in a dialogue. We diffractively read excerpts from one lesson, involving learners aged 11-12 years studying English in the UK, through material-dialogic theory and Barad's theory of agential realism. Through our entanglement with both theory and data, we explore the tensions and relationships between: i). ideas of creativity in the context of digital technology-supported classroom dialogue; and ii). frameworks of understanding informed by agential realism. Bringing these two sets of ideas together addresses a gap in our current understanding of the multi-layered nature of students' creative engagement with digital technologies in classrooms. These findings are thus significant when considering a material-dialogic approach in the context of developing collaborative creativity through technology. Additionally, the paper makes a methodological contribution, illustrating the use of a diffractive approach in the context of technology-mediated dialogue and creativity.
Keyword:
Collaborative creativity
Material-dialogic approach
Digital technology
Diffractive analysis
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