1. Preface; 2. About the authors; 3. A constructivist approach to dialogic teaching and learning: Knowledge as social construction; 4. Education and our conversations about, with and through technology (by Redekopp, Reynold); 5. Understanding and explaining (by Doomen, Jasper); 6. The why dimension, dialogic inquiry, and technology supported learning (by Mason, Jon); 7. Learner-centered pedagogy: Building knowledge and constructing meaning in dialogic learning communities; 8. Dialogue-oriented analysis of constructivist teaching and learning within a UK company (by Foster, Robert M.); 9. Exploring the opportunities of social media to build knowledge in learner-centered Indigenous learning Spaces (by Huijser, Henk); 10. Teams Construct Knowledge During Project-Driven Social Interactions: A Facet of the CYBER Kids Method (by Laouris, Yiannis); 11. Developing Teachers' Epistemic Agency in a Knowledge Building Community through Cogenerative Dialogues (by Tan, Seng Chee); 12. Dialogic knowledge building: Potentials of dialogic technologies for knowledge building and negotiation; 13. Mobile Game-Based Learning in University Education (by Bartel, Alexander); 14. Dialogic knowledge building: The making of a narrative inquiry teacher education discourse community (by Parker, Darlene Ciuffetelli); 15. Knowledge negotiation using technology: Potentials of technology and the knowledge negotiation model (by Yengin, Ilker); 16. Teaching and learning as explorative action games. Guidelines for the design of dialogic educational technology (by Feller, Sebastian); 17. Index