In this paper, we focus on one student’s initiatives within the use and understanding of technologies in 8.th grade in the subjects of Danish and Mathematics. Our research question is: What kinds of rhythms and initiatives between student, materials, and teacher can we detect as traces in sayings, doings and relating when we focus on the individual student’s activities with the teaching material, the peers, and the teacher in a sequence of a lesson? Based on 40 hours of classroom observation and interviews with students and teachers we have chosen two critical case studies for further analysis. The empirical material is analyzed with inspiration from the notion of education as ecologies of practices (Kemmis 2014), the notion of practices as rhythms (Blue 2017), as well as an attention to the materiality of learning (Sørensen 2009). A main finding is that various “rhythms of technology” play themselves out in digitally mediated classrooms.
|Status||Accepteret/In press - 2021|