Students’ Use of Mobile Phones for School Work

Ott, Torbjörn; Haglind, Therése; Lindström, Berner

doi:10.1007/978-3-319-13416-1_8

Cited by 9 publications

(19 citation statements)

References 10 publications

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“…The mobile phone does not belong to the primary repertoire of tools to be used' (p. 72). Other studies have found that students use mobile phones spontaneously to search for information , store photos and take notes, but they also use them to communicate with others or check social media (Ott et al, 2014). In sum, previous research has shown that the use of mobile phones outside and inside of secondary school classes varies widely in both scope and practice.…”

Section: Personal Digital Devices Invading Educational Contextsmentioning

confidence: 90%

Expanding educational chronotopes with personal digital devices

Gilje

2019

Learning, Culture and Social Interaction

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The aim of this study is to investigate the role of personal digital devices for negotiating assignments during collaborative work in school. Using video recordings of the peer-to-peer interactions in two math and Norwegian language projects, an interactional analysis (IA) is used to analyse the meaning making and the role of phones and cameras in social interaction. To enable a better understanding of the spatial and temporal dimensions in the school context, the students' interactions with the digital devices are used as the unit of analysis because these interactions constitute a practice 'in tandem' with the cultural tools and mediational means being deployed. Using two cases, the article demonstrates how personal digital devices can constitute and reconstitute the spatial and temporal dimensions in the educational chronotope. Overall, the findings show the ways in which the specific features of the screen and viewfinder are important in understanding the dialogues and negotiations during collaborative work on assignments where students use personal digital devices.

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Section: Personal Digital Devices Invading Educational Contextsmentioning

confidence: 90%

Expanding educational chronotopes with personal digital devices

Gilje

2019

Learning, Culture and Social Interaction

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“…The current study could thereby be placed in the context of previous research that investigated practices from an infrastructure approach (e.g. Francke et al, 2017; Ott, 2017; Ott et al, 2018).…”

Section: Practice Theoretical Frameworkmentioning

confidence: 99%

In plain sight: School librarian practices within infrastructures for learning

Centerwall

2022

Journal of Librarianship and Information Science

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This study explored how school librarian practices are resources that can support teaching and learning at schools in Sweden. The empirical material was produced through 22 semi-structured interviews with ‘best practice’ awarded librarians at 14 Swedish secondary and upper-secondary schools. The theoretical framework consisted of a practice theory approach coupled with analytical concepts from information infrastructure studies. The findings highlighted how teachers and librarians collaborate closely in schools with designated best practice libraries. Members of both professions collaborated in teaching and interdisciplinary projects and were supported by management teams at the schools under study. However, the librarians expressed a disconnect between themselves and the teachers and leaders of the school. This disconnect was evidenced by a lack of planning practices and classroom teaching, impelling the librarians to advocate continuously for better awareness and visibility of their practices. The article offers insights into school librarian practices at sites that function simultaneously as both workplaces for professionals with multiple competencies and educational settings for students.

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“…On the other hand, one material-economic arrangement, namely the mobile phone, which had previously been a source of controversy (see Kemmis 2019), was transformed and became a useful tool for documentation and creative activities (Ott et al, 2014;Ott et al, 2017). This positive change is confirmed in the following excerpt:…”

Section: Reconstructing the Classroom's Walls Through Communicative Practicesmentioning

confidence: 99%

The teacher as innovator in the pandemic

Lindberg¹,

Haglind²

2021

LOM

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The upper secondary school's transition to remote education in spring 2020 showed Swedish schools' preparedness to redirect to distance learning (The Swedish National Agency for Education, 2020). The processes during the transition revealed that technology not only replaced the walls of the classroom, but also took over every day learning practices. With the aim to create in-depth knowledge about conditions and practices that emerged, facilitated or hindered the transition, a data set has been constructed based on 52 upper secondary school teachers’ stories about their personal experiences of the transitional period. The narrative approach (Riessman, 1993) methodologically serves to access qualitative aspects and different dimensions of practice in change. Theoretically, Kemmis (2019) describes the importance of paying attention to practices in motion and to provide for and support practices in the making, since human development, as well as individual and collective learning, are based on constantly changing practices. The data material has been analyzed thematically and the results reveal three overarching practices: collaborative, communicative, and creative, as crucial in the development work with digital and distance learning. The results offer indications that if these three practices are equally and jointly supported, the quality of the teaching and learning will develop.

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Students’ Use of Mobile Phones for School Work

Cited by 9 publications

References 10 publications

Expanding educational chronotopes with personal digital devices

Expanding educational chronotopes with personal digital devices

In plain sight: School librarian practices within infrastructures for learning

The teacher as innovator in the pandemic

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