TY - JOUR AU - de Lange, Thomas AU - Lund, Andreas PY - 2008/08/26 Y2 - 2024/03/28 TI - Digital Tools and Instructional Rules: A study of how digital technologies become rooted in classroom procedures JF - Outlines. Critical Practice Studies JA - Outlines VL - 10 IS - 2 SE - Articles DO - 10.7146/ocps.v10i2.1971 UR - https://tidsskrift.dk/outlines/article/view/1971 SP - 36-58 AB - <span style="font-family: TimesLTStd-Roman; font-size: xx-small;"><span style="font-family: TimesLTStd-Roman; font-size: xx-small;"><p align="left">This paper examines how a classroom culture develops</p><p align="left">advanced strategies and procedures for handling complex</p><p align="left">digital tools. We report from a vocational Media</p><p align="left">and Communication course at an Upper Secondary</p><p align="left">School in Oslo, Norway. Our analysis reveals how a</p><p align="left">procedure called practical assignments has developed</p><p align="left">historically at the school, and how this procedure is</p><p align="left">carried out in the classroom. Theoretically, our study</p><p align="left">is informed by Activity Theory, which affords us tools</p><p align="left">to analyze how social institutions and learning trajectories</p><p align="left">evolve over time, and how longitudinal dimensions</p><p align="left">emerge in situ. Our findings show how teachers and</p><p align="left">learners create a space for solving context-specific problems</p><p align="left">involving sophisticated technology. A historical</p><p align="left">analysis is here crucial not only in understanding why</p><p align="left">digital technologies are used in specific ways, but also</p><p>how they evolve into classroom conventions.</p></span></span> ER -