New technologies can help

New advanced technologies can assist teachers in communicating with their students effectively to make students’ thinking visible, and to provide tailored feedback to meet specific student needs (NRC, 2004; Owens, Irving, Pape, Abrahamson, & Sanalan, 2007; Pape, Owens, & Irving, 2008; Roschelle, Penuel, & Abrahamson, 2004).

Studies on teacher to student feedback do not focus on specific aspects of learning science, such as argumentation and discourse skills. 

(Duschl & Gitomer, 1997; Nystrand & Gamoran, 1991; Webb, Nemer, & Ing, 2006; Windschitl et al., 2008).

More coming
 learning analytics
cohere
discourse


References
•Owens, D. T., Irving, K. E., Pape, S., Abrahamson, L., & Sanalan, V. A. (2007). The connected classroom: Implementation and research trial. In C. Montgomerie & J. Seale (Eds.), Proceedings of the ED-MEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
•Pape, S. J., Owens, D. T., & Irving, K. E. (2008). Classroom connectivity in promoting algebra 1 & Physical Science achievement and self-regulated learning: Year 1 results. Paper presented at the the 2008 IES Research Conference, Washington, DC.
•Roschelle, J., Penuel, W. R., & Abrahamson, L. (2004). The networked classroom. Educational Leadership, 61(5), 50-54.
 •Duschl, R. A., & Gitomer, D. H. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4(1), 37-73.
•Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261-290.
•Windschitl, M., Thompson, J., & Braaten, M. (2008). How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26(3), 310 - 378.

•Webb, N. M., Nemer, K. M., & Ing, M. (2006). Small-group reflections: Parallels between teacher discourse and student behavior in peer-directed groups. Journal of the Learning Sciences, 15(1), 63-119.
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