Session Information
19 SES 05 A, Parallel Paper Session 5A
Paper Session
Contribution
Information and computer technologies (ICT) are nowadays introduced into classrooms at a high pace and on a large scale in many European countries. There is a widespread consenus observable that these technologies will improve learning and expand the possibilities of teaching in manifold ways (Selwyn 2011). Of course there are also some sceptics with regard to ICT in schools. But currently their voices remain marginal. The common-sense evidence of the benefits of ICT in schools dominates the actual scenery. But interestingly there is comparably little known on what exactly is done with ICT in the classroom and how these promised improvements and expansions should get achieved when it comes to teaching and learning.
In my ethnographic study of two primary school classes in Eastern Switzerland I therefore focus on the everyday-use of electronic whiteboards and desktop computers. The goal is to have a close look at how ICT is actually used in school and to produce two different registers of practice: the teachers perspective and activities with regard to ICT and the pupils handling of the technology. These two registers merge in interactional settings in schools of course. They are kept separate here only for analytical reasons.
Method
Expected Outcomes
References
Hutchins, Edward. 1995. Cognition in the Wild. Cambridge, London: The MIT Press. Selwyn, Neil. 2011. Schools and Schooling in the Digital Age. A Critical Analysis. Oxon, New York: Routledge. Suchman, Lucy. 2006. Human-Machine Reconfigurations: Plans and Situated Actions (Learning in Doing: Social, Cognitive and Computational Perspectives): Cambridge University Press.
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