Difference between revisions of "Sahlstrom-etal2019"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Fritjof Sahlström; Marie Tanner; Verneri Valasmo |Title=Connected youth, connected classrooms. Smartphone use and student and teacher p...")
 
 
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|BibType=ARTICLE
 
|BibType=ARTICLE
 
|Author(s)=Fritjof Sahlström; Marie Tanner; Verneri Valasmo
 
|Author(s)=Fritjof Sahlström; Marie Tanner; Verneri Valasmo
|Title=Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching
+
|Title=Connected youth, connected classrooms: Smartphone use and student and teacher participation during plenary teaching
 
|Tag(s)=EMCA; Classroom interaction; Participation; Smartphones; Swedish; Finnish
 
|Tag(s)=EMCA; Classroom interaction; Participation; Smartphones; Swedish; Finnish
 
|Key=Sahlstrom-etal2019
 
|Key=Sahlstrom-etal2019
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|Journal=Learning, Culture and Social Interaction
 
|Journal=Learning, Culture and Social Interaction
 
|Volume=21
 
|Volume=21
|Pages=311-331
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|Pages=311–331
 
|URL=https://www.sciencedirect.com/science/article/pii/S221065611830093X
 
|URL=https://www.sciencedirect.com/science/article/pii/S221065611830093X
|DOI=https://doi.org/10.1016/j.lcsi.2019.03.008
+
|DOI=10.1016/j.lcsi.2019.03.008
 
|Abstract=The aim of this article is to study how recent and rapid increase in students' use of smartphones in classrooms affects how participation is organized and carried out in teaching and learning situations, particularly in relation to plenary teaching in whole-class interaction. Smartphones are new artifacts in the classroom that afford changed possibilities for participation in social interaction. This raises questions about to what extent well-established and well-known patterns of classroom participation are still valid, in particular with respect to the fundamental turn-taking organization of plenary teaching. The empirical data consists of video recordings from multiple sources during 158 h of lessons in Swedish and Finnish upper secondary classrooms. Selected interactions involving smartphone use during plenary teaching were transcribed and represented with regard to multimodal aspects of both face-to-face and screenbased interactions. Analysis was carried out using conversation analysis (CA), drawing on the concept participation framework. The main conclusion of the article is that student smartphone use significantly alters participation patterns in whole-class interaction, but in different ways from the students' respective teachers' perspective. However, student phone use is not oriented to as interactionally problematic, or as threatening the basic participation organization of the dominance of IRE-patterns during plenary teaching.
 
|Abstract=The aim of this article is to study how recent and rapid increase in students' use of smartphones in classrooms affects how participation is organized and carried out in teaching and learning situations, particularly in relation to plenary teaching in whole-class interaction. Smartphones are new artifacts in the classroom that afford changed possibilities for participation in social interaction. This raises questions about to what extent well-established and well-known patterns of classroom participation are still valid, in particular with respect to the fundamental turn-taking organization of plenary teaching. The empirical data consists of video recordings from multiple sources during 158 h of lessons in Swedish and Finnish upper secondary classrooms. Selected interactions involving smartphone use during plenary teaching were transcribed and represented with regard to multimodal aspects of both face-to-face and screenbased interactions. Analysis was carried out using conversation analysis (CA), drawing on the concept participation framework. The main conclusion of the article is that student smartphone use significantly alters participation patterns in whole-class interaction, but in different ways from the students' respective teachers' perspective. However, student phone use is not oriented to as interactionally problematic, or as threatening the basic participation organization of the dominance of IRE-patterns during plenary teaching.
 
}}
 
}}

Latest revision as of 08:54, 16 January 2020

Sahlstrom-etal2019
BibType ARTICLE
Key Sahlstrom-etal2019
Author(s) Fritjof Sahlström, Marie Tanner, Verneri Valasmo
Title Connected youth, connected classrooms: Smartphone use and student and teacher participation during plenary teaching
Editor(s)
Tag(s) EMCA, Classroom interaction, Participation, Smartphones, Swedish, Finnish
Publisher
Year 2019
Language English
City
Month
Journal Learning, Culture and Social Interaction
Volume 21
Number
Pages 311–331
URL Link
DOI 10.1016/j.lcsi.2019.03.008
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

The aim of this article is to study how recent and rapid increase in students' use of smartphones in classrooms affects how participation is organized and carried out in teaching and learning situations, particularly in relation to plenary teaching in whole-class interaction. Smartphones are new artifacts in the classroom that afford changed possibilities for participation in social interaction. This raises questions about to what extent well-established and well-known patterns of classroom participation are still valid, in particular with respect to the fundamental turn-taking organization of plenary teaching. The empirical data consists of video recordings from multiple sources during 158 h of lessons in Swedish and Finnish upper secondary classrooms. Selected interactions involving smartphone use during plenary teaching were transcribed and represented with regard to multimodal aspects of both face-to-face and screenbased interactions. Analysis was carried out using conversation analysis (CA), drawing on the concept participation framework. The main conclusion of the article is that student smartphone use significantly alters participation patterns in whole-class interaction, but in different ways from the students' respective teachers' perspective. However, student phone use is not oriented to as interactionally problematic, or as threatening the basic participation organization of the dominance of IRE-patterns during plenary teaching.

Notes