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Based on qualitative analysis of excerpts from two group interviews with seven students and teacher meetings, results highlight a twofold role of materiality and chronotopic relations. 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\nGiuseppe Ritella  \nUniversity of Helsinki, Finland  \nGianfranco De Giglio  \nLower Secondary School\"Michelangelo\" – Bari, Italy  \nMaria Beatrice Ligorio  \nUniversity of Bari, Italy  \nFedela Feldia Loperfido  \nUniversity of Bari, Italy  \nAntonietta Scurani  \nLower Secondary School\"Michelangelo\" – Bari, Italy  \nAbstract  \nThis article explores how the adoption of educational robotics, cloud-based animation software, and simplified visual programming software can provide valuable opportunities for dialogic interaction and learning. The potentialities of this type of activity are often overlooked in dialogic investigations. Based on empirical illustration, we discuss how openended educational tasks involving the creation of material-digital artifacts can promote the expression of the students’voices and the emergence of a dialogic space in which both human and non-human Others, as well as chronotropic dynamics and materiality, play a crucial role. To provide a polyphonic account of the dialogical processes detected, we analyzed excerpts from two group interviews with seven lower secondary school students (aged 11-12) and excerpts taken from meetings with their teacher. Our qualitative analysis shows that the technology-mediated activity provided valuable opportunities for opening a dialogic space in which the students could express their own voice in interaction with both human and non-human Others. The material world (including the virtual materiality of computer-generated objects) seems to play a twofold role. First, the resistance of the virtual and material objects can contribute to the opening of a dialogical space between the child and the world; second, the chronotopic relations seem to have an impact on the dialogic learning process. These are valid opportunities for educationally relevant dialogic interaction. They should be cultivated and supported to further advance the pedagogical value of educational robotics and coding.  \nGiuseppe Ritella1 is a post-doctoral researcher at the Faculty of Educational sciences of the University of Helsinki. His research interests concern the socio-material processes of technology-mediated learning; the transformation of educational practices during the Covid-19 pandemic, as well as the examination of space-  \n1 Ritella’s contribution to this work was partially supported by the Strategic Research Council of the Academy of Finland for Growing Mind project (312527 and 336064) .  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj](DOI: 10.5195/dpj).2022.466 | Vol. 10 (2022)  \nDT41  \nAdopting educational robotics and coding to open dialogic spaces  \nGiuseppe Ritella, Fedela Feldia Loperfido, Gianfranco De Giglio, Antonietta Scurani, Maria Beatrice Ligorio  \ntime relations and social interaction in technology-mediated learning adopting, an approach based on dialogic and socio-cultural theories.  \nFedela Feldia Loperfido is adjunct professor in Educational Psychology at the University of Bari and a postdoctoral researcher at the University of Cassino. Her current research interest concerns emotional processes mediated by the use of technology in formal and informal learning contexts. She also work as a psychotherapist and teacher trainer.  \nGianfranco De Giglio has been teaching technology for about 10 years in a lower secondary school. For ten years, he has been developing his expertise on teaching practices involving coding and educational robotics and since 2016 he became teacher trainer on innovative teaching methodologies and the use of educational robotics at all school levels. He adopts a constructionist approach in his daily teaching.  \nAntonietta Scurani was born in Bari on October 28, 1963. School Principal of the lower secondary school Michelangelo of Bari, she has been a teacher of Mathematics, Ph","cbCaiv9VFWBpJahE","https://ap.wps.com/l/cbCaiv9VFWBpJahE","pdf",317545,18,"English","# Abstract\n# Introduction","[{\"question\":\"How does the article connect educational robotics and coding with dialogic learning?\",\"answer\":\"It argues that robotics and coding activities—especially open-ended tasks producing material-digital artifacts—enable students to express their voices and participate in a dialogic space with human and non-human others.\"},{\"question\":\"What evidence does the study use to analyze dialogic processes?\",\"answer\":\"It draws on qualitative analysis of excerpts from two group interviews with seven lower secondary students and excerpts from meetings with their teacher.\"},{\"question\":\"What roles do materiality and chronotopic relations play in dialogic interaction?\",\"answer\":\"The study suggests that resistance from virtual and material objects supports opening dialogic space between child and world, while chronotopic relations influence how dialogic learning unfolds.\"}]","Adopting educational robotics and coding to open dialogic spaces | PDF",1792092451,45]