The project puts a focus on learning outcomes in technologically rich classroom environments. Besides a collective approach concerning the use of digital networks, the project focuses on individual learning outcomes and how teachers and pupils handle complex problem solving in technologically scuffled situations
Teaching approaches and collective actions in classroom settings refer to the conceptual framework established by Yrjö Engeström concerning structures and dynamics in social activity systems. Individual higher order learning, essentially seen as changes in cognitive patterns, refer to a synthesis between activity theory and cybernetic perspectives on logical learning stages, interconnecting the person’s learning with direct participation in relevant activity systems.
Methodologically the project is built on a qualitative design approach, chosen on bases of the exploitative character in the research aims and questions. As a field approach this mainly involves a combination of group and one to one interviews, participating classroom observations in addition to document and product analyses referring to the same classroom contexts.
Empirical data will be analysed in order to uncover relations between social and individual meaning constructions as well as the influence the technological conditions have in this connection.
The main object is to spotlight how technologically supported classroom practices influences on social learning activities and individual learning processes and thereby deduce didactic principles.
The meaning of “2”: Paper (might) be presented at CSCL SIG First Symposium, October 7th - 9th 2004, Lausanne, Switzerland
Faculty of Education, UiO