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Reason: This item is currently closed access.
Turn to face the Bard: making sense of three-way interactions between teacher, pupils and technology in the classroom
journal contribution
posted on 2014-03-14, 09:28 authored by Peter Birmingham, Chris Davies, Christian GreiffenhagenHow do pupils work together using educational technology?
How does the teacher intervene and otherwise monitor that work? How
does educational technology reveal or alter existing two-way interactional
relations between teacher and pupil? This article addresses these questions
within the context of a longitudinal, naturalistic, classroom-based study of
Kar2ouche®1
, one such educational technology designed for use in the
study of Shakespeare. In the course of pursuing these questions the authors
uncover the fine, orderly detail of interactions between teacher and pupils
through which a task set by the teacher is attempted and accomplished.
They also introduce notions of adequacy and acceptability accorded to
lessons in which unfamiliar and potentially problematic technology is
utilised, as well as provide a modest yet compelling contribution to the
debate surrounding how most effectively to research classroom-based
educational technology in use.
History
School
- Social Sciences
Department
- Communication, Media, Social and Policy Studies
Citation
BIRMINGHAM, P., DAVIES, C. and GREIFFENHAGEN, C., 2002. Turn to face the Bard: making sense of three-way interactions between teacher, pupils and technology in the classroom. Education, Communication & Information, 2 (2-3), pp. 139 - 161.Publisher
© Taylor & Francis Ltd (Routledge)Version
- VoR (Version of Record)
Publication date
2002Notes
Closed access. This article was published in the journal, Education Communication and Information [© Taylor & Francis] and the definitive version is available at: http://www.ingentaconnect.com/content/routledg/reci/2002/00000002/F0020002/art00003ISSN
1463-631XPublisher version
Language
- en