Design and Redesign of a Multimodal Classroom Task--Implications for Teaching and Learning

Autor/inn/en	Öman, Anne; Sofkova Hashemi, Sylvana
Titel	Design and Redesign of a Multimodal Classroom Task--Implications for Teaching and Learning
Quelle	In: Journal of Information Technology Education: Research, 14 (2015), S.139-159 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Foreign Countries; Technology Uses in Education; Case Studies; Design; Primary Education; Introductory Courses; Learning Activities; Advertising; Film Production; Learning Processes; Concept Formation; Computer Assisted Instruction; Teaching Methods; Multiple Literacies; Ethnography; Grade 3; Laptop Computers; Observation; Interviews; Video Technology; Sweden + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Primarbereich; Einführungskurs; Lernaktivität; Werbung; Filmproduktion; Learning process; Lernprozess; Concept learning; Begriffsbildung; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; School year 03; 3. Schuljahr; Schuljahr 03; Laptop computer; Laptop; Computer; Digitalrechner; Beobachtung; Interviewing; Interviewtechnik; Schweden
Abstract	Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils' redesigning of advertising films based on teacher's instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher's orchestration of the laptop resources during instruction and the pupils' redesigning of the task. Pupils' work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher's primary focus on introducing the software. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01