Framing in Educational Practices PDF
Preview Framing in Educational Practices
Framing in Educational Practices Learning Activity, Digital Technology and the Logic of Situated Action gÖtEBorg studiEs in Educational sciEncEs 278 Annika Lantz-Andersson Framing in Educational Practices learning activity, digital technology and the logic of situated action © Annika Lantz-Andersson, 2009 ISBN 978-91-7346-654-7 ISSN 0436-1121 Foto: Göran Andersson Avhandlingen finns även i fulltext på http://hdl.handle.net/2077/19736 Distribution: ACTA UNIVERSITATIS GOTHOBURGENSIS Box 222 SE-405 30 Göteborg, Sweden Tryck: Geson Hylte Tryck, Göteborg, 2009 This research was made possible through the research project DID – Design and Implementation of Educational Software – a three year research assignment at University of Gothenburg, in the Department of Education. Project DID was financed by LearnIT, the Knowledge Foundation’s (KK) research programme. The research project is also a part of LinCS – Learning, Interaction and Mediated Communication in Contemporary Society – a national centre of excellence funded by the Swedish Research Council. Abstract Title: Framing in educational practices – Learning activity, digital technology and the logic of situated action Language: English Key words: framing, frameworks, learning activities, educational practice, problem solving, word problems, digital technology, digital tools, educational software. ISBN: 978-91-7346-654-7 An overarching ambition of this thesis is to study the in situ practices that emerge when technology becomes part of educational activities and, in addition, to examine what students’ definition of such activities will be. By analysing students’ concrete uses of digital technology in regular classroom practices, the study intends to demystify how digital technology co- determines activities in educational settings. A background of this interest is that there are many different claims in the literature and in the public debate regarding what learning will be like when such tools are used. Accordingly, the use of digital technologies is in this thesis studied from the perspective of student activities and rationalities. Analytically, this is done within a sociocultural perspective and, in addition, with the help of the conceptual distinctions of frame analysis. Empirical material have been collected via video recordings of secondary school students’ engaging in solving word problems in mathematics presented by means of educational software. The analyses aim at scrutinizing what the presence of educational software in mathematics implies for the students’ learning practices in situations when they encounter some kind of difficulty in their problem solving. The results, presented in three studies, show that for long periods of time the students’ interaction involved not only the contents but also different functionalities and design qualities of the digital technology. The findings in this study thus point to the need to question the alleged benefits that surround the implementation of digital technologies. According to the empirical findings in the three studies presented in this thesis, along with knowledge from previous research, digital technology cannot be said to improve learning in any linear sense. Instead, educational activities involving the use of digital technologies imply a different way of learning with new possibilities and new problems; a different pedagogical situation and a different relation between the students and the contents. Contents Acknowledgements..............................................................................................11 PART I.................................................................................................................15 1. INTRODUCTION..............................................................................................15 Aim.......................................................................................................................18 Outline of the thesis..............................................................................................19 Definition..............................................................................................................21 2. BACKGROUND...............................................................................................23 Introduction...........................................................................................................23 Learning activities.................................................................................................23 Practices of learning in educational settings........................................................24 Solving tasks in educational practices........................................................................................................26 Students’ activity when solving word problems in mathematical classrooms............................................28 Digital technology in educational settings – issues and implementation..............34 Oversold and underused – digital technologies in classrooms....................................................................37 Software products go to school...................................................................................................................40 Educational software in school – pros and cons...................................................41 Defining educational software....................................................................................................................45 3. THEORETICAL PERSPECTIVES ON LEARNING ACTIVITIES.....................49 Introduction...........................................................................................................49 The framing concept and sociocultural perspective..............................................49 Framing and social interaction..............................................................................52 Shifts of framing, frame conflict and frame clearing..................................................................................55 Different frameworks and their implications..............................................................................................57 Natural frameworks and social frameworks...............................................................................................58 Frameworks, contexts and resources..........................................................................................................62 Resources and tools – means for interaction...............................................................................................64 4. RESEARCH CONTEXT...................................................................................65 Introduction...........................................................................................................65 Empirical material.................................................................................................65 The setting..................................................................................................................................................67 The filmed sessions....................................................................................................................................67 Research ethics...........................................................................................................................................68 Educational software in the context of the present study............................................................................69 Reasons for selecting the mathematical part of the educational software as the main empirical material..73 5. RESEARCH METHODS..................................................................................75 Introduction...........................................................................................................75 Video recordings..................................................................................................75 Analysing the video films...........................................................................................................................76 Transcription of the video films..................................................................................................................81 A note on translation of the empirical material..........................................................................................86 Principle of selection..................................................................................................................................86 6. SUMMARY OF THE STUDIES........................................................................89 9 Introduction...........................................................................................................89 S tudy I..................................................................................................................90 W hat’s the problem? Meaning making and learning to do mathematical word problems in the context of d igital tools..................................................................................................................................................90 S tudy II.................................................................................................................93 T he power of natural frameworks – Technology and the question of agency in CSCL settings.................93 S tudy III................................................................................................................96 I nteracting with absent designers – Students’ frame-clearing processes when solving word problems in the c ontext of educational software...................................................................................................................96 7 . DISCUSSION AND CONCLUDING REMARKS..............................................99 Introduction...........................................................................................................99 F indings of the three studies...............................................................................100 The contribution of frame theory and its conceptual distinctions in understanding e ducational activities with digital tools................................................................102 A uthenticity and the concept of ‘suspension of sense-making’...........................103 R hetorical claims and empirical findings.............................................................105 8. SUMMARY IN SWEDISH...............................................................................111 Framing i undervisningspraktiker – Lärandeaktivitet, digital teknologi och logiken i situerad handling................................................................................................111 Inledning...................................................................................................................................................111 B akgrund...................................................................................................................................................112 Syfte..........................................................................................................................................................114 T eoretiska utgångspunkter........................................................................................................................115 Studiens kontext........................................................................................................................................116 S tudiens metod..........................................................................................................................................117 S ammanfattning av delstudierna...............................................................................................................118 D iskussion och avslutande kommentarer..................................................................................................120 9 . R EFERENCES...............................................................................................127 P ART II...............................................................................................................139 Study I Study II Study III 10
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