Recurrent Routines: Analyzing and Supporting Orchestration in Technology-Enhanced Primary Classrooms

Autor/inn/en	Prieto, Luis P.; Villagra-Sobrino, Sara; Jorrin-Abellan, Ivan M.; Martinez-Mones, Alejandra; Dimitriadis, Yannis
Titel	Recurrent Routines: Analyzing and Supporting Orchestration in Technology-Enhanced Primary Classrooms
Quelle	In: Computers & Education, 57 (2011) 1, S.1214-1227 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.01.001
Schlagwörter	Class Activities; Learning Activities; Teacher Workshops; Educational Technology; Teaching Methods; Inservice Teacher Education; Field Studies; Elementary School Teachers; Classroom Techniques; Classroom Research; Technology Integration; Computer Software; Computer Assisted Instruction; Instructional Design; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lernaktivität; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Praxisforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg
Abstract	The increasing presence of multiple Information and Communication Technologies (ICT) in the classroom does not guarantee an improvement of the learning experiences of students, unless it is also accompanied by pedagogically effective orchestration of those technologies. In order to help teachers in this endeavour, it can be useful to understand how this orchestration takes place in real-world classrooms, and to provide teachers with professional development opportunities that can be easily applied to their everyday classroom practice. This paper describes a qualitative field study conducted in five primary school classrooms where a new collaborative software was introduced alongside existing classroom technology. For six months, teachers designed and orchestrated classroom activities in these authentic, technologically-rich settings. The analysis of the resulting activity designs and enactments uncovered a limited set of recurrent elements of teacher practice, or routines. These routines and their graphical representation are posited as a useful analysis tool for researchers in understanding complex teacher practices with ICT. Moreover, the authors propose that these routines offer new opportunities for professional development of teachers in effectively using ICT in their classrooms. Initial uses of these routines in teacher workshops, with encouraging results, are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10