The aim of the QUINT-project Connected Classrooms Nordic (CCN) is to explore what constitutes quality in teaching in relation to digitalisation of education, through bringing together researchers, professional teachers and students in collaborative video based, longitudinal investigations of contemporary teaching in digitally rich classrooms in the Nordic countries. The project is designed as a three-year longitudinal study, where the same teachers and students are followed with video recordings from each school year. The video recordings are made with multiple cameras, focusing on both the teachers’ instructions and the students’ activities on computers and other digital resources. From the recordings, examples from the teaching are selected in relation to an analytic framework based on previous research in digitalisation of Nordic classrooms. The selected clips are discussed in focus groups with teachers as well as students with a focus on the consequence of digitalisation for teaching quality. The paper presentation focuses on the dialogue in which a teacher holds clear for the students the topics and goals with the activities during a lesson. In this study, among many different CCN-interests, we look at three instances during a lesson in the Nordic classrooms: a) preparation/instruction, b) teacher-support during the lesson of the students’ work to follow up on the goals and instructions, and c) the ending of the lesson. By comparing a fairly common progression of activities during a lesson in a secondary school class and by following this dialogic thread in context, we can discuss the research question ‘What is quality L1 education’ through the teacher’s interaction with the students around digital and physical technologies and materials. The method is a video ethnographic approach and micro-studies (dialogue and gesture), of the dialogues student-teacher as well student-student (Høegh, 2017), but also student-technology. Exploration of the practice architecture (Kemmis et al. 2014), that these teaching progressions in four Nordic countries produce, makes it possible to describe the teacher’s teaching path, the student development, and the participatory rhythms (Blue, 2019; Leander & Hollett, 2017).

Blue, S. (2019). Institutional rhythms: Combining practice theory and rhythm analysis to conceptualise processes of institutionalization. Time & Society, Vol. 28(3) 922–950 Høegh, T. (2017). Methodological Issues in Analysing Human Communication: The Complexities of Multimodality. In: Creativity and Continuity – Perspectives on the Dynamics of Language Conventionalisation, edited by D. Duncker and B. Perregaard. U Press Kemmis, S., Wilkinson, J., Edwards-Groves, C., & Hardy (2014). Changing Practices, Changing Education. Springer Singapore. Leander, K. M. & Hollett, T. (2017). The embodied rhythms of learning: From learning across settings to learners crossing settings. International journal of educational research, Vol. 84 Page 100-110. DOI: 10.1016/j.ijer.2016.11.007