This study of how pupils learn looks into the relationship between the use of ICT and project work. The aim is to contribute to understanding of how participants in a social situation construct knowledge and understanding in interaction.
The study is informed by a sociocultural perspective. A fundamental idea within this perspective is that how humans learn is formed by participation in social practices, where the outputs of activities has to be understood by including human action and artifacts in the unit of analysis. The key theoretical concepts in the study are: joint understanding, productive interactions (see: Barnes and Todd, 1995; Mercer, 2000). Trajectories of participation, authorising, positioning and improvising (see: Lave and Wenger 1999; Holland, Lachiotte, Skinner and Cain, 1998)
Data have been gathered by combining ethnography (also called participant observation) and video equipment to get hold of social interactions and the use of ICT during project work
The empirical study is undertaken in a primary school were ICT and project related work is part of the everyday practice. The analysis focuses interdependency between ways of participating and the use of ICT during a project unit.
The study seeks to contribute to our understanding of the relationship between school practices and learning processes, that is, the kinds of interactions that can be productive to learning. The analysis suggests ways in which teachers and pupils interact to construct joint understanding, the interdependency between interactional achievements and learning processes, and how these unfolded over a period of time (a project work).
Ludvigsen, Sten; Rasmussen, Ingvill; Solheim, Ivar. Lärande i multimediala miljöer - samtal mellan elever och lärare. I: Utmaningar och e-frestelser. It och skolans lärkultur: Prisma, Stockholm 2002. ISBN 91-518-4028-6. s. 212-229
Ludvigsen, Sten; Rasmussen, Ingvill; Solheim, Ivar. Multimedier og prosjektarbeid. I: Perspektiver på reform 97: Gyldendal Akademisk 2001. ISBN 82-05-29857-2. s. 99-115
Rasmussen, Ingvill. How can the use of copy and paste be a joint productive literacy practice? [Foredrag]. Foredrag; 26.08.2003 - 30.08.2003
Rasmussen, Ingvill; Krange, Ingeborg; Ludvigsen, Sten. Understanding the task: How is agency and knowledge construction distributed between artefacts, students and teachers? [Foredrag]. Foredrag; EARLI 26.08.2003 - 30.08.2003
Rasmussen, Ingvill. The Use of Cut and Paste as a Joint Productive Literacy Practice in Knowledge Building [Poster]. Poster Presentation CSCL; 14.06.2003 - 18.06.2003
Rasmussen, Ingvill; Krange, Ingeborg; Ludvigsen, Sten. Understanding the task. How is agency distributed between tools, students and teachers in technology-rich learning environments? [Foredrag]. ISCRAT 5 2002
National Research Councill, TYIN.