The Appropriation of Computer Support and Role-Playing in Class Discussions to Facilitate Historical Reasoning

• In Event: Poster Session 4
  In Poster Session: Advanced Technologies for Learning Poster Session

Abstract

Research has demonstrated that whereas technology may productively facilitate subject-specific talk and reasoning, the effective use of technology seems to depend on the quality of the teachers’ practice. However, there are not many studies that analyze teachers’ appropriation of technology in their classrooms. This paper reports on a case study of one teacher’s appropriation of a generic computer tool that he designed in collaboration with a research team. Interactional analyses of whole-class interactions are performed in order to study how the tool became a structuring recourse for subject-specific discussion and reasoning. The analysis illustrates how the teacher appropriated the computer tool’s affordances in providing access to the students’ personal reflections and ideas.

Author

• Ingvill Rasmussen, University of Oslo