调查数字技术在支持课堂对话中的作用:将制定的可供性整合到复杂数据集的分析中

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
L. Major, Ole Smørdal, P. Warwick, I. Rasmussen, V. Cook, M. Vrikki
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引用次数: 2

摘要

摘要分析课堂对话与数字技术之间的互动具有挑战性。这一领域的研究通常借鉴为分析口语互动而开发的方法。本文报道了一种新的方法来分析课堂对话中数字技术的可供性。通过对Talkwall微博平台进行跨国调查的例子,该平台涉及英国和挪威的20名教师和400多名11-13岁的学习者,它概述了一个严格的数据分类过程,以及随后的归纳和演绎分析,从而能够对技术在支持对话中的作用进行全面和多层次的检查。该框架具有分析师生互动的三个周期性阶段:(i)对复杂的课堂数据进行分类和组织;(ii)对口语对话进行编码;(iii)分析制定的可供性。这项工作的意义在于研究基础理论,并阐明一种系统的新方法论方法,以分析以对话和技术为特色的课堂学习和教学。这扩展了数字技术可供性的传统概念,更好地考虑了这些概念在对话课堂中的实施方式。提供了批判性的思考、例证和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset
ABSTRACT Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11–13 in England and Norway, it outlines a rigorous process for data categorization – and subsequent inductive and deductive analysis – that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher – and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided.
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来源期刊
CiteScore
4.70
自引率
5.00%
发文量
48
期刊介绍: The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.
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