Digital Tools and Instructional Rules: A study of how digital technologies become rooted in classroom procedures

Outlines. Critical Practice Studies 10 (2):36-58 (2008)
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Abstract

This paper examines how a classroom culture develops advanced strategies and procedures for handling complex digital tools. We report from a vocational Media and Communication course at an Upper Secondary School in Oslo, Norway. Our analysis reveals how a procedure called practical assignments has developed historically at the school, and how this procedure is carried out in the classroom. Theoretically, our study is informed by Activity Theory, which affords us tools to analyze how social institutions and learning trajectories evolve over time, and how longitudinal dimensions emerge in situ. Our findings show how teachers and learners create a space for solving context-specific problems involving sophisticated technology. A historical analysis is here crucial not only in understanding why digital technologies are used in specific ways, but also how they evolve into classroom conventions

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References found in this work

.Christia Mercer (ed.) - 2005 - Oxford University Press.
Activity theory and individual and social transformation.Yrjö Engeström - 1999 - In Yrjö Engeström, Reijo Miettinen & Raija-Leena Punamäki-Gitai (eds.), Perspectives on Activity Theory. Cambridge University Press. pp. 19--38.
Computers and Classroom Culture.Janet Ward Schofield - 1995 - Cambridge University Press.
Transforming the Object in Product Design.Sampsa Hyysalo - 2002 - Outlines. Critical Practice Studies 4 (1):59-83.
Media Education: Literacy, Learning and Contemporary Culture.David Buckingham - 2004 - British Journal of Educational Studies 52 (2):206-208.

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