Digital Tools and Instructional Rules: A study of how digital technologies become rooted in classroom procedures
Keywords:IT, learning, classroom, activity theory
This paper examines how a classroom culture develops
advanced strategies and procedures for handling complex
digital tools. We report from a vocational Media
and Communication course at an Upper Secondary
School in Oslo, Norway. Our analysis reveals how a
procedure called practical assignments has developed
historically at the school, and how this procedure is
carried out in the classroom. Theoretically, our study
is informed by Activity Theory, which affords us tools
to analyze how social institutions and learning trajectories
evolve over time, and how longitudinal dimensions
emerge in situ. Our findings show how teachers and
learners create a space for solving context-specific problems
involving sophisticated technology. A historical
analysis is here crucial not only in understanding why
digital technologies are used in specific ways, but also
how they evolve into classroom conventions.
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