Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource

Abstract

This article employ the dimensions of Michaels, O'Connor, and Resnick's (2008) accountable talk and Engle's (2006) framing to analyse teacher's framing as well as students negotiations and co-construction of knowing in practice. The case study that we report on explores how a teacher and students in a Norwegian lower secondary school negotiate and co-construct accountable ways of engaging with a wiki blog as a learning resource by drawing on everyday and informal experiences of students. Videorecorded sequences of an 8-week science project of using a collaborative wiki blog in school were conducted to interaction analysis.We found that when framing learning activities introduced as part of formal science teaching, but contextualized in relation to students experience outside-of-school, the teacher and students struggle to negotiate and co-construct accountable ways of engaging with the wiki blog as a learning resource. The introduction of a technical tool like wiki blog creates opportunities for collaboration, but also tensions in ways of renegotiating norms and expectations of accountable actions, objects and contributions in classroom activities for both teachers and students. Thus, the dynamics of framing and co-constructing in-situ displays how students' practices expand with new forms of accountability. Simultaneously, teacher's dilemma of inviting new practices creates tensions within the institutional framing of schooling. The study contributes to understand how the layers of accountable practices in institutional contexts function as intermediaries in classroom interactions.

Bridging Learning Experiences In and Out of School: Students’ Views

“…However, it is stroking that means are low, with scores that are located under the cut-off point of the Likert scale. These results are in line with other studies that point to the need for teachers to explore what students know explicitly asking them in which activity contexts and when did they achieve this learning (Silseth & Erstad, 2022;Wiig et al, 2019).…”

“…Those artefacts must be genuinely relevant for students to motivate and guide the presentation of the school curriculum. In addition, these studies show that when a teacher frames academic tasks in everyday and informal contexts, both teacher and students struggle to negotiate accountable ways of engaging in the new practice (Wiig et al, 2019). For example, they ask students to complete a survey to find out their interests regarding the activities they usually do outside of school (such as music, art, games, movies or sports, among others), and teachers design for each student algebra problems based on their previously declared interests.…”

Expanding educational chronotopes with personal digital devices

“…In other words, the practice of doing math followed a well-known pattern (Franke, Kazemi, & Battey, 2007). As discovered in the analyses of social interactions in other published studies from the Knowledge in Motion project, the teacher barely created any reference to students' experiences or challenged their engagement Wiig, Silseth, & Erstad, 2018), even though there were projects where the students, for instance, worked with wikis (Wiig, Wittek, & Erstad, 2018). In that sense, the first case contrasted much of the work in math we observed during the fieldwork in the project.…”

Collaborative Writing in L1 School Contexts: A Scoping Review

“…These focus areas underline the importance of CW dialogue as learning support. Other studies on learning visualize how knowledge is created and displayed through CW activities (Herder et al, 2020a(Herder et al, , 2020b or how CW platforms may be utilized for learning purposes (Ahlholm et al, 2017;Li, 2017;Li & Chu, 2018;Sormunen et al, 2013;Wiig et al, 2019). The use of platforms such as Wikipedia or Google Docs is often subject to CW effectiveness (Krishnan et al, 2019;Li, 2017;Li & Chu, 2018;Woodrick & Fan, 2017;Zheng et al, 2015;.…”