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Privileging and Artifacts: On the use of information technology in science education
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Uppsala universitet, Utbildningsvetenskapliga fakulteten, Institutionen för didaktik.
2006 (Engelska)Ingår i: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 37, nr 3, s. 225-250Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this paper is to develop an approach that can be used in addressing the issue of the use of information technology and its importance in human meaning making. By using a combination of Wittgenstein’s work method, a sociocultural perspective on learning, and a sociotechnical perspective on artifacts a specific focus for analyses was discerned: the relation between the use-of-technology in meaning-making on one hand and the circumstances for this meaning-making on the other hand. The conversations of six groups of children, who worked with an assignment, that required that they doubted information they encountered, were video recorded and analyzed. The analyses were done in three interrelated steps. (a) The students use-of-technology in meaning making, (b) the meaning patterns that the students encounter on the web, and (c) students’ intentions and habits. Our findings show that, while the mode of reinforcement of the texts used by the students may have provided little opportunity for doubt or learning how to doubt, the students’ habits and intentions with their work determined the result of the interaction, namely copying information from the web. Taking our point of departure in this empirical illustration we discuss theoretical and methodological questions concerning the understanding of the use of information technology in educational settings.

Ort, förlag, år, upplaga, sidor
2006. Vol. 37, nr 3, s. 225-250
Nyckelord [en]
Information technology, artifact, education, meaning-making, language game, Wittgenstein, privileging, doubt, sociocultural, sociotechnical
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:uu:diva-92957DOI: 10.1007/s10780-006-9002-zOAI: oai:DiVA.org:uu-92957DiVA, id: diva2:166287
Tillgänglig från: 2005-04-22 Skapad: 2005-04-22 Senast uppdaterad: 2017-12-14Bibliografiskt granskad
Ingår i avhandling
1. Learning and Artefacts: On the Use of Information Technology in Educational Settings
Öppna denna publikation i ny flik eller fönster >>Learning and Artefacts: On the Use of Information Technology in Educational Settings
2005 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Uppsala: Acta Universitatis Upsaliensis, 2005. s. 69
Serie
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 3
Nyckelord
Education, information technology, computer, education, learning, discourse analysis, socialisation, Pedagogik
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:uu:diva-5758 (URN)91-554-6228-6 (ISBN)
Disputation
2005-05-13, Sal 101, Odensgatan 8, Uppsala, 13:15
Opponent
Handledare
Tillgänglig från: 2005-04-22 Skapad: 2005-04-22 Senast uppdaterad: 2011-11-18Bibliografiskt granskad

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Förlagets fulltexthttp://link.springer.com/article/10.1007%2Fs10780-006-9002-z

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Almqvist, JonasÖstman, Leif

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