The process of understanding the task: How is agency distributed between students, teachers and representations in technology-rich learning environments?

International Journal of Educational Research

Volumn 39, Issue 8 SPEC. ISS., 2003, Pages 839-849

  Rasmussen, Ingvill ^a   Krange, Ingeborg ^a   Ludvigsen, Sten R ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

Learning; Sociocultural theory; Task understanding; Technology rich learning environments; Trajectories

Indexed keywords

EID: 13444309151     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijer.2004.11.006     Document Type: Article

References (20)

1. R. Alexander Culture and pedagogy. International comparisons in primary education 2000 Blackwell Publishing Oxford
2. Arnseth H.C. 2004 Discourse and artefacts in learning to argue. Analysing the practical management of computer supported collaborative learning PhD thesis. Institute of Educational Research, University of Oslo
3. V.G. Aukrust Klasseromssamtaler, deltagelsesstrukturer og læring (Classroom talk, participation structures, and learning) In O. Dysthe (Ed.) Dialog, samspel og læring (Dialouge, interaction, and learning) 2001 Abstrakt forlag AS Oslo 173-194
4. C. Bereiter M. Scardamalia Surpassing ourselves. An inquiry into the nature and implications of expertise 1993 Open Court Chicago
5. Bergquist K. 1990 Doing schoolwork. Task premisses and joint activity in the comprehensive classroom. Linköping University, Department of Communication Studies
6. R.A. Engle F.R. Contant Four principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom Cognition and Instruction 20 2002 399-483
7. M.A. Gallego M. Cole Classroom culture and culture in classroom In V. Richardson (Ed.) Fourth edition of the handbook of research on teaching 2001 American Educational Research Assosiation Washington, DC
8. B. Jordan A. Henderson Interaction analysis: Foundations and practice The Journal of the Learning Sciences 4 1995 39-103
9. I. Krange A. Fjuk Design and use of a 3D learning environment: The situated conditions of awareness information International Journal of Human Resource Development and Management 2004
10. S.M. Land M.J. Hannafin Student-centred learning environments In D.H. Johnassen & S.M. Land (Eds.) Theoretical foundations of learning environments 2000 LEA Mahwah, New Jersey 1-25
11. B. Latour Drawing things together In S. Woolgar (Ed.) Representation in scientific practice 1990 Kluwer Academic Publisher Cambridge, MA 19-68
12. S.R. Ludvigsen I. Rasmussen I. Solheim Lärande i multimediale miljø-samtal mellan elever og lärare (Learning in a multimedia envrionment-talk between pupils an teachers) In J. Lindroth & R. Säljö (Eds.) Utmaningar och e-frestelser (Challanges and e-temptations) 2002 Prisma Stockholm
13. N. Mercer The guided construction of knowledge 1995 Multilingual Matters Ltd Clevedon
14. A. Pickering The mangle of practice 1995 The University of Chicago Press Chicago
15. Rasmussen I. (submitted) Project work and ICT. A study of learning as trajectories of participation PhD thesis. InterMedia, University of Oslo
16. J.M. Sinclair R.M. Coulthard Towards an analysis of discourse. The English used by teachers and pupils 1975 Oxford University Press Oxford
17. K. Stenning J. Greeno R. Hall M. Sommerfeld M. Wiebe Coordinating mathematical with biological multiplication: Conceptual learning as the development of heterogeneous reasoning systems In P. Brna M. Baker K. Stenning & A. Tiberghien (Eds.) The role of communication in learning to model 2002 Lawrence Erlbaum Associates Mahwah, NJ
18. R. Säljö J. Wyndhamn Cognitive operations and educational framing of tasks. School as a context for arithmetic though Scandinavian Journal of Educational Research 1988 61-71
19. R. Wegerif The role of educational software in teaching and learning conversations Computers and Education 2004
20. G. Wells Dialogic inquiry. Towards a sociocultural practice and theory of education 1999 Cambridge University Press Cambridge