Digital labour in school: Smartphones and their consequences in classrooms

Paakkari, Antti; Rautio, Pauliina; Valasmo, Verneri

doi:10.1016/j.lcsi.2019.03.004

Cited by 23 publications

(17 citation statements)

References 12 publications

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“…While the observed use of smartphones does not threaten the immanent social order of the classroom, it must also be situated in a broader context. For instance, it must be acknowledged that there is a pressure on young people today to be present and available on social media (Björk, 2018;Ott, 2017;Paakkari et al, 2019). This sense of social obligation may be driving the students to look foror even actively make space forgaps in their classroom lives in order to keep themselves updated on various apps (Sahlström, Tanner, & Valasmo, 2019).…”

Section: Discussionmentioning

confidence: 99%

Social Excursions During the In-between Spaces of Lessons. Students’ Smartphone Use in the Upper Secondary School Classroom

Olin-Scheller

Tanner

Asplund

et al. 2020

Scandinavian Journal of Educational Research

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In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the inbetween spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one's phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.

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Section: Discussionmentioning

confidence: 99%

Social Excursions During the In-between Spaces of Lessons. Students’ Smartphone Use in the Upper Secondary School Classroom

Olin-Scheller

Tanner

Asplund

et al. 2020

Scandinavian Journal of Educational Research

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“…This is particularly true in relation to new media ecologies, surveillance capitalism, and the production, distribution, and movement of digital devices. Search histories, movement tracking, consumer preferences, and the more subtle data generated by microsensors and facial analytics all contribute to the invisible digital labor that we engage in on a regular daily basis (Paakkari, Rautio, & Valasmo, 2019). Everyday online activities operate not only at a service level (e.g., buying an item, participating in an online forum) but also at a data level (Hansen, 2015), such as when algorithms generate online marketing designed to suit the preferences suggested by search habits or when preferences are aggregated for political purposes.…”

Section: Developments In the Materialization Of Text: Text Literacymentioning

confidence: 99%

Returning to Text: Affect, Meaning Making, and Literacies

Burnett

Merchant

2020

Reading Research Quarterly

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Existing work on literacy and affect has posed important questions for how we think about meanings and how and where they get made. The authors contribute to such work by focusing on the relation between text and affect. This is a topic that has received insufficient attention in recent work but is of pressing concern for education as text interweaves in new ways with human activity, through social media, surveillance capitalism, and artificial intelligence-ways that can be unpredictable and poorly understood. Adopting a sociomaterial sensibility that foregrounds the relations between bodies (people and things), the authors provide conceptual tools for considering how texts affect and are affected by the heterogeneous entanglements from which they emerge. In situating their argument, the authors outline influential readings of Spinoza's theories of affect, explore how these have been mobilized in literacy research, and identify how text has been accommodated within such research. Using texts from a political episode in the United Kingdom, the authors explore the idea of social-material-textual affects to articulate relationships among humans, nonhumans, meaning making, and literacies. The authors conclude by identifying four ways in which text participates in what happens, raising questions about how different materializations of text (or indeed "not text") are significant to the diversifying communicative practices that inflect social, cultural, economic, and political life.

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“…Many school experiments are conducted using traditional equipment, which is legitimate [55,56] but can also increase students' feeling that science is out of date [57]. Introducing ICT into to schools is a popular trend in education [58][59][60][61], which this project follows. Playing with digital data via sophisticated software is not an obstacle, but rather motivates students to gain knowledge.…”

Section: Discussionmentioning

confidence: 99%

Interdisciplinary Teaching Using Satellite Images as a Way to Introduce Remote Sensing in Secondary School

et al. 2020

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This article aims to meet two needs: (i) the need for skilled workers and students in the area of remote sensing and (ii) the need to make school science interesting for students. This article addresses both needs by proposing a project for high school students entitled “the Colors of Earth”. The main aim for students was to distinguish between different types of land cover via the creation of various false color band compositions from the satellite Sentinel-2. Achieving this goal requires knowledge from various subjects and enables their practical application via work performed using real data. The project was presented to 39 high-school teachers and 184 high-school students (K-9 and K-10) in the summer semester of the 2019/2020 school year, and their opinions about the project were collected. Overall, both students and teachers judged the project to be interesting, worth introducing to the school, and capable of influencing student opinions of science. In addition, introducing remote sensing elements during pre-university education can help meet the demands for students and workers to study Earth observation.

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Digital labour in school: Smartphones and their consequences in classrooms

Cited by 23 publications

References 12 publications

Social Excursions During the In-between Spaces of Lessons. Students’ Smartphone Use in the Upper Secondary School Classroom

Social Excursions During the In-between Spaces of Lessons. Students’ Smartphone Use in the Upper Secondary School Classroom

Returning to Text: Affect, Meaning Making, and Literacies

Interdisciplinary Teaching Using Satellite Images as a Way to Introduce Remote Sensing in Secondary School

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