Transformation of Subject Content, by Improvisation? Toward a Model for an Analytical Framework

• In Event: Semiotics in Education: Alternate Means of Understanding

Abstract

Inspired by Shulman’s notion of Pedagogical content knowledge this study puts student teachers’ use of semiotic technology under scrutiny. Semiotic technology frequently in use in teacher education, such as Power Point, Prezi and Notebook, afford the user to transform, structure, and re-present subject content by utilizing semiotic resources made available by the software

By observing how student teachers present various topics for peers, this study seeks to explore the conditions for improvisation in such settings and how improvisation might materialise in the multimodal interplay between technology and presenter.

The study proposes an analytical framework based on a revision of the Learning Design Sequence developed by Staffan Selander and Günther Kress.

Authors

• Øystein Røsseland Kvinge, Stord/Haugesund University College

• Magne I. Espeland, Stord/Haugesund University College

• Kari Smith, Norwegian University of Science and Technology