Sociomaterial Entanglement in One-to-One Computing Classrooms: Exploring Patterns of Relations in Teaching Practices

Autor/inn/en	Meyer, Bente; Bergström, Peter; Wiklund-Engblom, Annika
Titel	Sociomaterial Entanglement in One-to-One Computing Classrooms: Exploring Patterns of Relations in Teaching Practices
Quelle	In: Education Inquiry, 12 (2021) 4, S.347-364 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergström, Peter) ORCID (Wiklund-Engblom, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2021.1893497
Schlagwörter	Computer Uses in Education; Teaching Methods; Handheld Devices; Foreign Countries; Ethnography; Vignettes; Learning Processes; Learning Activities; Native Language Instruction; Geography Instruction; Computer Oriented Programs; Vocabulary Development; Video Technology; Sweden; Finland; Denmark + Suchen Sie Ihr Suchwort? Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Ethnografie; Learning process; Lernprozess; Lernaktivität; Native language education; Muttersprachlicher Unterricht; Geography education; Geography lessons; Geografieunterricht; Computerprogramm; Wortschatzarbeit; Schweden; Finnland; Dänemark
Abstract	Although many studies have investigated teaching in one-to-one computing classrooms, not many have considered the material dimension as equally important to the human dimension. Thus, by using a sociomaterial perspective, we aim to broaden the discussion about emergent teaching practices in Nordic classrooms where students use tablets as personal devices. We therefore provide three vignettes from ethnographic classroom studies in Sweden, Finland and Denmark. These illustrate how tablets were used in specific classrooms. In our qualitative analysis of the vignettes, we draw on the concept of patterns of relations to describe the dynamic entanglements of the emergent teaching and learning practices. These are patterns of 1) interrogation, 2) spacemaking and 3) materialisation. Our findings show that tablets do not enter empty learning spaces but are woven into and participate in forming ways of teaching in one-to-one classrooms. Teachers must therefore learn to engage with and manage complex relationships rather than learn how to use an iPad. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01