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GUPEA >
Faculty of Education / Utbildningsvetenskapliga fakulteten >
Department of Education / Institutionen för pedagogik och didaktik >
Doctoral Theses / Doktorsavhandlingar >
Framing in educational practices. Learning activity, digital technology and the logic of situated action
Please use this identifier to cite or link to this item:
http://hdl.handle.net/2077/19736
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| Title: | Framing in educational practices. Learning activity, digital technology and the logic of situated action |
| Authors: | Lantz-Andersson, Annika |
| Email: | annika.lantz-andersson@ped.gu.se |
| Issue Date: | 2009-05-11 |
| University: | Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education |
| Department: | Department of Education ; Institutionen för pedagogik och didaktik |
| Parts: | I. Lantz-Andersson, A., Linderoth, J., & Säljö, R. (2008). What’s the problem? Meaning making and learning to do mathematical word problems in the context of digital tools. Instructional Science.
VIEW ARTICLE
II. Lantz-Andersson, A. (2009). The power of natural frameworks – Technology and the question of agency in CSCL settings. International Journal of Computer-Supported Collaborative Learning, 4(1), 93-107.
III. Lantz-Andersson, A., & Linderoth, J. (2008). In the presence of absent designers – Students'
frame-clearing processes when solving word problems in the context of educational software.
(submitted 2008, in review for publication)
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| Date for public defence: | 2009-05-29 |
| Public defence: | Fredagen den 29 maj 2009, kl.10.00, Kjell Härnqvistsalen, Institutionen för Pedagogik och Didaktik, Göteborgs universitet, Västra Hamngatan 25, Göteborg |
| Examinationsnivå: | Doctor of Philosophy |
| Publication type: | Doctoral thesis |
| Series/Report no.: | 278
Göteborg Studies in Educational Sciences |
| Keywords: | educational practice
framing
learning activities
digital technology
word problems
problem solving |
| Abstract: | An overarching ambition of this thesis is to study the in situ practices that
emerge when technology becomes part of educational activities and, in
addition, to examine what students’ definition of ... moresuch activities will be. By
analysing students’ concrete uses of digital technology in regular classroom
practices, the study intends to demystify how digital technology codetermines
activities in educational settings. A background of this interest is
that there are many different claims in the literature and in the public debate
regarding what learning will be like when such tools are used. Accordingly,
the use of digital technologies is in this thesis studied from the perspective of
student activities and rationalities. Analytically, this is done within a
sociocultural perspective and, in addition, with the help of the conceptual
distinctions of frame analysis. Empirical material have been collected via
video recordings of secondary school students’ engaging in solving word
problems in mathematics presented by means of educational software. The
analyses aim at scrutinizing what the presence of educational software in
mathematics implies for the students’ learning practices in situations when
they encounter some kind of difficulty in their problem solving. The results,
presented in three studies, show that for long periods of time the students’
interaction involved not only the contents but also different functionalities and
design qualities of the digital technology. The findings in this study thus point
to the need to question the alleged benefits that surround the implementation
of digital technologies. According to the empirical findings in the three
studies presented in this thesis, along with knowledge from previous research,
digital technology cannot be said to improve learning in any linear sense.
Instead, educational activities involving the use of digital technologies imply
a different way of learning with new possibilities and new problems; a
different pedagogical situation and a different relation between the students
and the contents. |
| ISBN: | 978-91-7346-654-7 |
| URI: | http://hdl.handle.net/2077/19736 |
| Appears in Collections: | Göteborg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar
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