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Framing in educational practices. Learning activity, digital technology and the logic of situated action


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Title: Framing in educational practices. Learning activity, digital technology and the logic of situated action
Authors: Lantz-Andersson, Annika
E-mail: annika.lantz-andersson@ped.gu.se
Issue Date: 11-May-2009
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education ; Institutionen för pedagogik och didaktik
Parts of work: 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.
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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)
Date of Defence: 2009-05-29
Disputation: Fredagen den 29 maj 2009, kl.10.00, Kjell Härnqvistsalen, Institutionen för Pedagogik och Didaktik, Göteborgs universitet, Västra Hamngatan 25, Göteborg
Degree: 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 such 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 ... more
ISBN: 978-91-7346-654-7
URI: http://hdl.handle.net/2077/19736
Appears in Collections:Doctoral Theses / Doktorsavhandlingar
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Gothenburg Studies in Educational Sciences

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