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Agents and artefacts
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
(English)Conference paper (Other (popular science, discussion, etc.))
Abstract [en]

The importance of the usage of artefacts is a central question within sociocultural perspectives on learning. In everyday life people use artefacts to be able do things they would not be able to do otherwise. Learning, in this respect, is a matter of appropriating ways of acting with artefacts. However, the nature of the relationship between artefacts and human action is, from a sociotechnical view, rather confusing. On the one hand we can emphasise the influence of artefacts on action. On the other hand we can emphasise that the meaning of artefacts is constituted in action. A third possibility is to emphasise the process in which individuals act with technology. In this paper I will focus on this confusion in a discussion of the concept of technological closure. The aim is to illustrate and discuss an approach that makes it possible to study the role of artefacts in ongoing meaning making processes. This is done from a sociocultural perspective on learning specified by a sociotechnical perspective on artefacts and inspired by the late writings of Wittgenstein. The approach is illustrated in a few case studies of video recorded educational settings where pupils use information technology.

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URN: urn:nbn:se:uu:diva-10519OAI: oai:DiVA.org:uu-10519DiVA: diva2:38287
Paper presented at the NERA conference in Turku, Finland, March 2007. Available from: 2008-09-19 Created: 2008-09-19 Last updated: 2010-02-09Bibliographically approved

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Almqvist, Jonas
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