Correction to: Classroom dialogue and digital technologies: a scoping review
- 95 Downloads
Correction to: Educ Inf Technol (2018) 23:1995–2028
The authors of this review  wish to draw the attention of readers to a correction for Section 3.3.2. The text relating to [S11], a paper by Deaney, Chapman, & Hennessy (2009) , is not an accurate representation of the work of the authors of this 2009 paper.
Section 3.3.2, paragraph 5, should be corrected to read:
“The multimodal nature of digital technologies, noted by 7 studies, allows for greater flexibility in the delivery of resources. For example, the IWB boasts visual, auditory, and text-based functions [S46], and the critical interplay of dialogue with visual and kinesthetic affordances of the IWB and other resources has been shown to support subject-based thinking [S11]. The use of digital technology can also have a positive impact on the pace of lessons [S19, S42, S45, S62, S72]. From a teacher’s perspective, increased pace enables teachers to display information rapidly and spontaneously [S19, S42, S62]. From the students’ perspective, students may feel that they have greater control over their learning as they may be able to dictate the speed at which they work [S72].”
The authors (Deaney, Chapman, & Hennessy) were clearly referring to properties of a specific technology and not to learners. We would like to thank the authors of the 2009 paper for pointing out the need for this correction.
 Major, L., Warwick, P., Rasmussen, I. et al. Educ Inf Technol (2018) 23: 1995. https://doi.org/10.1007/s10639-018-9701-y
 Deaney, R., Chapman, A., Hennessy, S., The Curriculum Journal (2009), Volume 20, Issue 4. https://doi.org/10.1080/09585170903424898