Online written argumentation: Internal dialogic features and classroom instruction

Abstract

In this chapter, we draw from a study involving a 1:1 digital initiative in Auckland, New Zealand to consider the impact of an Argumentation Tool (AT) on students’ discussion board posts. We examine use of the AT, integrating Google Groups and competing text evidence, to support development of internally dialogic argumentation important for reasoning, critical thinking and perspective taking. Cross-sectional data is analyzed from nine primary schools including 38 observations, and 342 student posts by applying a profiling taxonomy. Use of the AT shows an emerging relationship between argumentation focused instruction and development of perspective integration in students’ writing. Findings suggest the AT supports diagnostic assessment of internally dialogic argumentation and promotion of perspective taking as important 21st-century skills.