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Vi och våra goda kunskaper: Om (natur)vetenskaplig rationalitet och talet om IT i undervisningen
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
1998 (svensk)Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 7, nr 3, s. 61-76Artikkel i tidsskrift (Fagfellevurdert) Published
sted, utgiver, år, opplag, sider
1998. Vol. 7, nr 3, s. 61-76
HSV kategori
Identifikatorer
URN: urn:nbn:se:uu:diva-92954OAI: oai:DiVA.org:uu-92954DiVA, id: diva2:166284
Tilgjengelig fra: 2005-04-22 Laget: 2005-04-22 Sist oppdatert: 2017-12-14bibliografisk kontrollert
Inngår i avhandling
1. Learning and Artefacts: On the Use of Information Technology in Educational Settings
Åpne denne publikasjonen i ny fane eller vindu >>Learning and Artefacts: On the Use of Information Technology in Educational Settings
2005 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis is to develop and apply an empirical approach that can be used in studies of the relationship between different expectations of, and actual use of, information technology in educational settings. The studies focus on meanings of artefacts shaped in people's talk about and/or use of technology.

The aim is based on the twofold ambition to (1) develop an approach that opens the way for empirical investigations on the usage of technology and (2) to make a contribution to research about computers in education. I show how an approach based on a sociocultural perspective on learning, specified by inspiration from a sociotechnical perspective on artefacts, generates new questions about the usage of technology and its influence on learning and socialisation. Furthermore, I show how discourse analyses, inspired by the writings of Ludwig Wittgenstein, can be used in studies of educational processes.

The thesis consists of five case studies. In the first study I examine the rhetoric on information technology during the years 1994-1998 (Paper I). In the three following cases I analyse video-recorded conversation between children using computers in science education (Papers II-IV). In the light of the results from the first four studies I return in the fifth to the rhetoric on technology. In that paper different expectations on the usage of technology in education and on the technology users, expressed in the curricula for the Swedish compulsory school during the years 1962-1998, are clarified and discussed (Paper V).

The results of the thesis show that expectations are central parts of human action and that different expectations may result in different kinds of practices. The historical studies show that it is in no way obvious for what purposes artefacts are to be used in educational settings, or who is to decide on this issue.

sted, utgiver, år, opplag, sider
Uppsala: Acta Universitatis Upsaliensis, 2005. s. 69
Serie
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 3
Emneord
Education, information technology, computer, education, learning, discourse analysis, socialisation, Pedagogik
HSV kategori
Identifikatorer
urn:nbn:se:uu:diva-5758 (URN)91-554-6228-6 (ISBN)
Disputas
2005-05-13, Sal 101, Odensgatan 8, Uppsala, 13:15
Opponent
Veileder
Tilgjengelig fra: 2005-04-22 Laget: 2005-04-22 Sist oppdatert: 2011-11-18bibliografisk kontrollert

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