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Research on the psychology of learning carried out over the previous decades has converged on the fundamental role of tutorial interactions and interactions between learners. Whilst the study of such interactions in relation to educational technology responds to a socio-economic reality, it can also revitalise research to the extent that the nature of any productive dialogue can be determined a contrario, and given that educational technologies can provide new research tools. Beginning from a concept of dialogue as a task-oriented and evolutive communicative interaction, this article provides a critical review of research on the different types of dialogues produced with, around and via educational technologies. It is proposed that such technologies are capable of supporting minimal dialogues, in the sense of evolving knowledge exchanges. However, such dialogues turn out to be limited along linguistic, corporal and socio-interpersonal dimensions.

Les dialogues avec, autour et au travers des technologies éducatives