This socio-culturally informed qualitative study examines digitalised classrooms in Norwegian secondary schools, with a focus on the relationship between information and communication technology (ICT) and dialogic aspects of literacy practices. In the article, we foreground two cases: one on the use of digital mind maps and one on a writing process with online response. These cases display productive results of the tensions between old practices and new technology in that they open up spaces for dialogic interaction. This experience calls for a deeper historical contextualisation, and in the article, we refer to different time scales: First, the restricted time scale of practices observed in the local school contexts over an academic year; second, the somewhat wider perspective of 20-30 years of educational research addressing technological innovation; and third, the extensive time scale of cultural history, with an analogy to the slow move from orality to literacy in ancient Greece. On this basis we suggest the term 'transitional practices' as an appropriate reference to all of these three timescales. Against this background, the glimpses of dialogue observed are seen as promising precursors of future development, but also as vulnerable plant shoots that may very well shrivel and die if they are not supported.
This study explores and analyses conditions for student participation in Norwegian Year Two classrooms. It is inspired by the concept of dialogic space (Wegerif, 2013) and by Segal and Lefstein's (2016) model for the realization of student voice. Six classrooms were observed for one week. This yielded field notes and summaries from 105 lessons across all subjects and video data from all 47 Norwegian (L1) lessons. Our analyses show that there is practically no pair or group work and that station work is predominantly silent, leaving whole-class teaching as the most prominent space for dialogue. Our analyses aim to identify events in whole-class teaching with dialogic potential, i.e., where the interaction displays features that might indicate a shift from recitation to conversation (Nystrand & Gamoran, 1991). In these conversational events, we find increased teacher dominance when dealing with disciplinary content. When students are given the floor, the focus tends to be on non-disciplinary content. Students' talk about texts and disciplinary ideas is suggested as a productive ground for creating dialogic space in early-years literacy education.
Teknologi og tenking i C-klassen ARNE OLAV NYGARD OG ATLE SKAFTUN SAMANDRAG Artikkelen er basert på feltarbeid i norsk, matematikk, KRLE, naturfag og samfunnsfag i ein klasse gjennom dei tre ungdomskuleåra (8.-10.) i tillegg til intervju av både elevane i klassen og laerarane som underviser i desse faga. I artikkelen drøftar vi to ulike tilnaermingar til undervising i teknologirike klasserom, representert av laerarane Ole og Lars. Observasjonar og intervju viser at undervisinga i dei to laerarane sitt klasserom gjev ulike rom for elevstemmer og ulike perspektiv på emner som undervisinga rører ved. Tilnaerminga til dei to laerarane si undervising, saerleg når det gjeld bruk av teknologi i klasserommet, er svaert ulik, men i artikkelen framhevar vi det produktive og meiningsfylte i perspektiva som desse to laerarane representerer.
This article is a study of written blog texts from 12 third grade high school students produced during one academic year, commenting on their photos and artwork as part of their curriculum in the discipline Print and Photo. The article aims to capture a change in how the students position themselves as photographers in their blog texts from the beginning towards the end of the academic year. An initial hypothesis is that the students develop a disciplinary language throughout one year of writing about their photo activities. This hypothesis is the basis for the research question: Throughout one year of blogging, is there a change in the students' writing with a focus on how they through resources in language construe a perspective on their role as participants in a discipline or profession? Analysis of the texts shows that there is a clear tendency to reduce constructions with forms of to be from the beginning towards the end of the academic year, whereas constructions with forms of to have increase in the same time span. This finding is detailed by analyzing one of the students' texts, finding a shift from predominantly descriptive accounts of the images to using language to position themselves as active participants focusing on the process of composition. Examining the distribution of abstract versus concrete nouns in the same texts shows that the frequency of abstracts nouns stays the same whereas there is a reduced frequency of concrete nouns. These findings suggest a change in the students' language from descriptions of elements in their photos into a particular kind of abstraction where the students discuss their photos in terms of how they compose the images. This change in language use suggests a shift in the students' positions from spectators to creators.
School assignments traditionally represent a rigidly scripted social practice with limited opportunity space for student agency and engaged participation in disciplinary communities. The performance of school assignments very often involves the reproduction of knowledge rather than problem-solving and meaning production, and at the same time the reproduction of the established practice represented by the assignment. Research into digital literacy reflects an optimistic view of how technology in general, and blogs in particular, may help to change school practices on the basis of sharing and participation. This article is a case study of the use of blogs in a Norwegian high school, focusing on how a particular assignment set on four occasions during an academic year gradually changes conditions for student participation in the literacy practice of the subject concerned (Print and Photography) by transforming the assignment into an invitation to be part of an affinity space. Further, we analyze the students' responses to this invitation, first in an overall analysis of all the student blogs and then in an in-depth analysis of one of the blogs, demonstrating how, over time, the assignment space comes across as a chain of transformations entailing increasing student influence. This transformation process is analyzed using Theo van Leeuwen's concept of the recontextualization of social practices (van Leeuwen, 2008), supported by key categories from Systemic Functional Linguistics in the in-depth analysis of student texts.
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