This paper is focusing on strategies to renew ethnographic micro- and classroom analysis and to rethink the traditions focus on discourse and teacher/student interaction (Bernstein 2001, Borgnakke 2013). In the suggested strategy for close up analysis two observed classroom situations are chosen as exemplary for the situation where IT-based strategies and blended learning already are implemented as the new routine. Next, they are analysed as ideal typical for the late modern classroom and modernized teaching and learning strategies. First part of the analysis refers to empirical material and observations done in fieldwork in Danish IT upper secondary schools during the 2000s. The second part refers to classroom observations in higher education done in fieldwork and case studies on University Campus during the 2010s. Empirical analysis draws on the tradition of critical classroom research. But at the same time the paper shows that we need to renew the critical view on basic organizational, communicative and interactional patterns and relations between teacher and student directed activities (Borgnakke 2007, 2012). Close up analysis shows the innovative patterns and the new centre: the computer, the Internet and the experienced use of it-tools and social media. Hereby, the analyses show the intended student oriented strategies with high level of student activities. At the same time the analysis shows new classroom routines provoke an overloaded schedule and an agenda loaded with shifting teacher student classrooms activities. Hereby ethnographic analysis is challenged to develop a strategy for integration of both organisational, discursive and interactional dimensions and shifts in perspective (Borgnakke 2010). Further, ethnographic analysis is challenged to cope with the dilemma between educational settings framing the innovative and student oriented learning context and the learning culture among peers – referring to life outside the classroom, and the conventional teacher directed interaction and communication referring to life inside the classroom.

Bernstein 2001, Borgnakke 2007, 2010, 2012, 2013.