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dc.contributor.authorLantz-Andersson, Annika
dc.date.accessioned2009-05-11T07:28:36Z
dc.date.available2009-05-11T07:28:36Z
dc.date.issued2009-05-11T07:28:36Z
dc.identifier.isbn978-91-7346-654-7
dc.identifier.urihttp://hdl.handle.net/2077/19736
dc.description.abstractAn 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 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.en
dc.language.isoengen
dc.relation.ispartofseries278en
dc.relation.ispartofseriesGöteborg Studies in Educational Sciences
dc.relation.haspartI. 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.::doi::10.1007/s11251-008-9050-0en
dc.relation.haspartII. 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.en
dc.relation.haspartIII. 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)
dc.subjecteducational practiceen
dc.subjectframingen
dc.subjectlearning activitiesen
dc.subjectdigital technologyen
dc.subjectword problemsen
dc.subjectproblem solvingen
dc.titleFraming in educational practices. Learning activity, digital technology and the logic of situated actionen
dc.typeText
dc.type.svepDoctoral thesis
dc.gup.mailannika.lantz-andersson@ped.gu.seen
dc.type.degreeDoctor of Philosophyen
dc.gup.originGöteborgs universitet. Utbildningsvetenskapliga fakultetenswe
dc.gup.originUniversity of Gothenburg. Faculty of Educationeng
dc.gup.departmentDepartment of Education ; Institutionen för pedagogik och didaktiken
dc.gup.price180,00
dc.gup.price180 kr
dc.gup.defenceplaceFredagen den 29 maj 2009, kl.10.00, Kjell Härnqvistsalen, Institutionen för Pedagogik och Didaktik, Göteborgs universitet, Västra Hamngatan 25, Göteborgen
dc.gup.defencedate2009-05-29
dc.gup.dissdb-fakultetUF


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