‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms

Juvonen, Riitta; Tanner, Marie; Olin-Scheller, Christina; Tainio, Liisa; Slotte, Anna

doi:10.1016/j.lcsi.2019.03.006

Cited by 13 publications

(9 citation statements)

References 19 publications

(30 reference statements)

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“…Its implication for video-mediated instructional activities is that standard desktop videoconferencing arrangements may be less ideal for typical classroom activities that require mutual attention on print texts or other material objects and involve their manual handling (e.g. Tanner, Olin-Scheller, and Tengberg 2017;Juvonen et al 2019;Jakonen 2015).…”

Section: Coordinating Joint Attention In the Materials Ecology Of Video-mediated Instructional Interactionmentioning

confidence: 99%

“…Partly separate from this literature, there is by now a substantial body of conversation analytic (CA) studies investigating how participants use and interact around various material and technological artefacts in educational settings. These may include blackboards (Greiffenhagen 2014;Matsumoto 2019), print text and task sheets (Jakonen 2015;Majlesi 2015;Karvonen, Tainio, and Routarinne 2017), desktop computers and laptops (Cekaite 2009;Gardner and Levy 2010;Greiffenhagen and Watson 2009;Juvonen et al 2019;Musk 2016), smartphones and tablets (Sahlström, Tanner, and Valasmo 2019;Asplund, Olin-Scheller, and Tanner 2018;Hellermann, Thorne, and Fodor 2017;Jakonen and Niemi 2020) and online environments (Balaman 2019;Hjulstad 2016). In brief, these studies show that learning materials constitute important resources for constructing and making sense of situated actions, which makes the co-ordination of mutual orientation on the materials a key task for the participants.…”

Section: Introductionmentioning

confidence: 99%

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Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Jakonen

Jauni

2021

Classroom Discourse

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Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a telepresence robot is used to facilitate remote participation in university-level foreign language teaching. A telepresence robot differs from commonly used videoconferencing set-ups in that it allows mobility and remote camera control. A remote student can thus move a classroom-based robot from a distance in order to shift attention between people, objects and environmental structures during classroom activities. Using multimodal conversation analysis, we focus on how participants manage telepresent remote students' visual access to classroom learning materials. In particular, we show how visibility checks are accomplished as a sequential and embodied practice in interaction between physically dispersed participants. Moreover, we demonstrate how participants conduct interactional work to make learning materials visible to the remote student by showing them and guiding the 'seeing' of materials. The findings portray some ways in which participants in video-mediated interaction display sensitivity to the possibility of intersubjective trouble and the recipient's visual perspective. Besides increasing understanding of visual and interactional practices in technology-rich learning environments, the findings can be applied in the pedagogical design of such environments.

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Section: Coordinating Joint Attention In the Materials Ecology Of Video-mediated Instructional Interactionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Jakonen

Jauni

2021

Classroom Discourse

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“…Många av resultaten från ny pedagogisk forskning om undervisning och lärande (t.ex. Juvonen et al, 2019;Melander & Aarsand, 2017;Rusk, 2019) har en stor kritisk potential, med resultat som är direkt relevanta för en normativt orienterad bredare skoldebatt. Men det är påfallande sällan som den kopplingen görs eller uppstår.…”

Section: Den Sociala Vändningenunclassified

S� kan vi inte ha det: Om den begr�nsade kritiska genomslagskraften hos mikroorienterad pedagogisk interaktionsforskning

Sahlström

2021

NTPK

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Den sociala vändningen inom pedagogik och samhällsvetenskaper ledde till en stor ökning av mikroorienterad pedagogisk forskning. Inom detta paradigm har en stor mängd resultat med betydande potential för kritik och förändring tagits fram. Det normativa genomslaget för den forskningen har dock varit begränsat, både med avseende på konkreta konsekvenser för lärande och undervisning och för den allmänna utbildningsdebatten. Artikeln diskuterar, delvis med utgångspunkt i författarens egen forskning, olika möjliga orsaker till detta.Varför skulle jag skriva om kritik, tänkte jag när jag fick frågan om att skriva för tidskriften. Kritik, tänkte jag, är i första hand för andra. För dem som läst lite mer än jag, som är insatta i både nya och gamla diskurser. Som läst sin Fairclough (t.ex. 1995), och kan kritisk diskursanalys. Som närmat sig och förhållit sig till det normativa, under 1900-talet ofta med ett klassperspektiv (t.ex. Beach, 1999), under de senaste åren istället ofta ur ett perspektiv på mångfald och olikhet som bottnar i genusteori och rasteori (t.ex. Ahmed, 2012).Det är det som är poängen, svarade en av redaktörerna när jag frågade. Att diskutera kritik, pedagogik och normativitet ur metodiska och empiriska perspektiv, snarare än ur teoretiska. Okej, tänkte jag, och tackade ja. Det är lätt att skriva ja som svar. Resten av skrivandet är inte alltid lika enkelt. Vilket kommer att bli tydligt. Den här texten är inte en vetenskaplig artikel i traditionell mening, utan ett försök att föra en mera öppen diskussion om empirisk pedagogisk forskning, normativitet och kritik.

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“…This was a descriptive way of generating codes, which, when saturated (e.g., Fusch & Ness, 2015), were applied to all the lessons. In addition, the main purposes of students' use of ICT were identified in all lessons where students were asked to use their personal laptops or tablets, or where digital boards or projectors were used.Analysis of purpose was based on previous work on typical student ICT purposes in the classroom (Juvonen, Tanner, Olin-Scheller, Tainio, & Slotte, 2019;Knobel & Lankshear, 2007). It systematically examined whether students were engaging in literacy events centered on (a) production of texts, (b) presentation of information, (c) reading digital texts, (d) finding information, (e) sharing information with others, or (f) other purposes.…”

Section: Analysesmentioning

confidence: 99%

Still a long way to go

Blikstad‐Balas¹,

Klette²

2020

NJDL

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Drawing on 178 video-recorded lessons from 47 lower-secondary classrooms with high technological infrastructure in Norway, the present study sheds light on how and for what purposes teachers use technology in their everyday instruction, providing important insights into what kind of digital literacy practices students experience in a classroom context. Key findings are that teachers' implementation and uptake of technology in everyday instruction was narrow and limited. Despite good access and high national ambitions for the development of students' digital competence, teachers' uptake of the available digital technology was very often limited to supporting traditional teachercentered practices, with low student participation, suggesting that information and communications technology (ICT) was used for traditional transmissive pedagogy. Teachers' discourse around ICT in class was practical and technical, rather than conceptual. Further, students' use of technology mainly revolved around writing digital texts, individually, not the promising pedagogical practices associated with ICT in previous research. These findings show that the implementation of digital technology and the development of digital competence in schools require far more than an ambitious curriculum and a basic digital infrastructure. Structures at a national level are not enough, and there is an urgent need for professional development at the local level to increase the instructional repertoire and the didactical motivation of teachers in relation to digital technology.

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‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms

Cited by 13 publications

References 19 publications

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

S� kan vi inte ha det: Om den begr�nsade kritiska genomslagskraften hos mikroorienterad pedagogisk interaktionsforskning

Still a long way to go

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