Difference between revisions of "Theobald-etal2016"
PaultenHave (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Maryanne Theobald; Susan Danby; Christina Davidson; Sandy Houen; Brooke Scriven; Karen Thorpe; |Title=How Talk and Interaction Unfold in...") |
AndreiKorbut (talk | contribs) |
||
| Line 2: | Line 2: | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Maryanne Theobald; Susan Danby; Christina Davidson; Sandy Houen; Brooke Scriven; Karen Thorpe; | |Author(s)=Maryanne Theobald; Susan Danby; Christina Davidson; Sandy Houen; Brooke Scriven; Karen Thorpe; | ||
| − | |Title=How | + | |Title=How talk and interaction unfold in a digitally enabled preschool classroom |
|Tag(s)=EMCA; Talk-in-interaction; Digital Devices; Ethnomethodology; Conversation Analysis; Membership Categorization Analysis | |Tag(s)=EMCA; Talk-in-interaction; Digital Devices; Ethnomethodology; Conversation Analysis; Membership Categorization Analysis | ||
|Key=Theobald-etal2016 | |Key=Theobald-etal2016 | ||
| Line 10: | Line 10: | ||
|Volume=36 | |Volume=36 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=189–204 |
| − | |URL=https://doi | + | |URL=https://www.tandfonline.com/doi/full/10.1080/07268602.2015.1121530 |
|DOI=10.1080/07268602.2015.1121530 | |DOI=10.1080/07268602.2015.1121530 | ||
| − | |Abstract=The use of mobile digital devices, such as laptops and tablets, has implications for | + | |Abstract=The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of students (aged between three and five years) interacting while using a laptop and a tablet. Attending to the sequential organization (when, how) and the context relevance (where) of talk and interaction, analysis shows how the intersection of interactions involving the teacher, students and digital devices shapes the ways that talk and interactions unfold. Analysis found that the teacher–student interactions were jointly arranged around a participation framework that included: (1) the teacher's embodied action that mobilizes an accompanying action by a student; (2) allocation of turn-taking and participation while using a digital device; and (3) the affordances of the digital device in relation to the participants’ social organization. In this way, it is possible to understand not just what a digital device is or does, but the affordances of what it makes possible in constituting teachers’ and students’ social and learning relationships. |
| − | how teachers interact with young students within the institutional context of | ||
| − | educational settings. This article examines language and participation in a | ||
| − | digitally enabled preschool classroom as students engage with teachers and peers. | ||
| − | Ethnomethodology, conversation analysis and membership categorization analysis | ||
| − | are used to explicate video-recorded episodes of students (aged between three and | ||
| − | |||
| − | sequential organization (when, how) and the context relevance (where) of talk and | ||
| − | interaction, analysis shows how the intersection of interactions involving the | ||
| − | teacher, students and digital devices shapes the ways that talk and interactions | ||
| − | unfold. Analysis found that the teacher–student interactions were jointly arranged | ||
| − | around a participation framework that included: (1) the | ||
| − | that mobilizes an accompanying action by a student; (2) allocation of turn-taking | ||
| − | and participation while using a digital device; and (3) the affordances of the | ||
| − | digital device in relation to the participants’ social organization. In this way, it is | ||
| − | possible to understand not just what a digital device is or does, but the | ||
| − | affordances of what it makes possible in constituting teachers’ and students’ social | ||
| − | and learning relationships. | ||
}} | }} | ||
Latest revision as of 10:09, 22 December 2019
| Theobald-etal2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Theobald-etal2016 |
| Author(s) | Maryanne Theobald, Susan Danby, Christina Davidson, Sandy Houen, Brooke Scriven, Karen Thorpe |
| Title | How talk and interaction unfold in a digitally enabled preschool classroom |
| Editor(s) | |
| Tag(s) | EMCA, Talk-in-interaction, Digital Devices, Ethnomethodology, Conversation Analysis, Membership Categorization Analysis |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Australian Journal of Linguistics |
| Volume | 36 |
| Number | 2 |
| Pages | 189–204 |
| URL | Link |
| DOI | 10.1080/07268602.2015.1121530 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of students (aged between three and five years) interacting while using a laptop and a tablet. Attending to the sequential organization (when, how) and the context relevance (where) of talk and interaction, analysis shows how the intersection of interactions involving the teacher, students and digital devices shapes the ways that talk and interactions unfold. Analysis found that the teacher–student interactions were jointly arranged around a participation framework that included: (1) the teacher's embodied action that mobilizes an accompanying action by a student; (2) allocation of turn-taking and participation while using a digital device; and (3) the affordances of the digital device in relation to the participants’ social organization. In this way, it is possible to understand not just what a digital device is or does, but the affordances of what it makes possible in constituting teachers’ and students’ social and learning relationships.
Notes
