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Turn to face the Bard: making sense of three-way interactions between teacher, pupils and technology in the classroom

journal contribution
posted on 14.03.2014 by Peter Birmingham, Chris Davies, Christian Greiffenhagen
How 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

2002

Notes

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/art00003

ISSN

1463-631X

Language

en

Exports

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Keyword(s)

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