**11. Future research**

The fact that there is a discrepancy between visionary policy initiatives and change in classroom practice concerning educational technology means that there is a strong need for further research in the field of ICT and learning within education contexts on different levels. Further research as classroom observations, observations of conversations in front of stand-alone-computers and online learning conversations is necessary. This study shows that designing for *productive interactions* in ICT supported learning communities, means that teachers have to undertake more complex pedagogical reasoning than in faceto-face contexts. In the studies described in this chapter the teacher is designing and guiding learning communities where the aim of the activity is collaborative writing. Obviously there is a need for further research on the teacher's position in other kinds of ICT supported learning activities and subjects. Another finding concerning the position of the teacher is that when students collaborate by means of educational technology the teacher has a more peripheral position than in ordinary classrooms. Still the students want the teacher to be present even in distance learning. A question for further research should be what this presence means in different situations. When should the teacher leave the students to work on their own and when should she intervene or be available?

The study also shows that as a parallel to teachers' change in teachers' position the position of the students change as well. The focus of this study is on what characterises productive interactions. Other research shows that students often avoid conflicts and discussions and choose not to be involved in online dialogues (Taylor, 1991; Burbules & Callister, 2000; Andriessen et al 2003; Koschmann, 2004). Given the extensive and increasing use of online communication in education I think there is a strong need for further research in why intended collaboration often ends in *counteraction* or *discussional talk*.
