Fjernundervisningsrutiner på Maskinmesterskolen
DOI:
https://doi.org/10.7146/lom.v17i29.140698Abstract
This article examines technology comprehension with teachers and students in remote learning routines at a school of marine and technical engineering. Using research and theories on dynamic organizational routines (Feldman, 2021; Feldman et al., 2021; Feldman & Pentland, 2003; Pentland & Feldman, 2008), an analysis of how technology comprehension is created in the dynamics of remote learning routines is conducted. The empirical foundation of the article is an ethnographic case study from 2021 comprised of shadowing of and interviews with three teachers and four students. The article presents new practice-oriented knowledge about development of technology comprehension among different actors and discusses the impact of organizational routines in that regard. The article concludes that practicing remote learning presupposes technology comprehension for both teachers and students. They repair, expand and strive for changes of the remote learning routine because its ostensive aspect represented in rules of dogma on one hand limits and enables the execution of the routine, but the routine itself does not always create and recreate the ostensive aspect of remote learning. The dynamic between the ostensive and performative aspect of remote learning is crucial to the development of the organizational capacity.
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