Ändra sökning
Länk till posten
Permanent länk

Direktlänk
BETA
Publikationer (10 of 54) Visa alla publikationer
Juvonen, R., Tanner, M., Olin-Scheller, C., Tainio, L. & Slotte, A. (2019). ‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms. Learning, Culture and Social Interaction, 21, 196-213
Öppna denna publikation i ny flik eller fönster >>‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
Visa övriga...
2019 (Engelska)Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, s. 196-213Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.

Ort, förlag, år, upplaga, sidor
Elsevier Ltd, 2019
Nyckelord
Conversation analysis, interaction, conversation analytic
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-72484 (URN)10.1016/j.lcsi.2019.03.006 (DOI)000471363600016 ()2-s2.0-85063668636 (Scopus ID)
Tillgänglig från: 2019-06-13 Skapad: 2019-06-13 Senast uppdaterad: 2019-07-04Bibliografiskt granskad
Sahlstrom, F., Tanner, M. & Valasmo, V. (2019). Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching. Learning, Culture and Social Interaction, 21, 311-331
Öppna denna publikation i ny flik eller fönster >>Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching
2019 (Engelska)Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 21, s. 311-331Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Elsevier, 2019
Nyckelord
Classroom interaction, Conversation analysis, Participation, Plenary teaching, Smartphones
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-73426 (URN)10.1016/j.lcsi.2019.03.008 (DOI)000471363600025 ()
Tillgänglig från: 2019-07-04 Skapad: 2019-07-04 Senast uppdaterad: 2019-09-05Bibliografiskt granskad
Sahlström, F., Tanner, M. & Olin-Scheller, C. (2019). Smartphones in Classrooms: Reading, Writing and Talking in Rapidly Changing Educational Spaces. Learning, Culture and Social Interaction, 22, Article ID 100319.
Öppna denna publikation i ny flik eller fönster >>Smartphones in Classrooms: Reading, Writing and Talking in Rapidly Changing Educational Spaces
2019 (Engelska)Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 22, artikel-id 100319Artikel i tidskrift, Editorial material (Refereegranskat) Published
Ort, förlag, år, upplaga, sidor
Elsevier, 2019
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-72365 (URN)10.1016/j.lcsi.2019.100319 (DOI)000482872800008 ()
Projekt
Uppkopplade klassrum
Forskningsfinansiär
Vetenskapsrådet, 2015-01044
Tillgänglig från: 2019-06-10 Skapad: 2019-06-10 Senast uppdaterad: 2019-10-02Bibliografiskt granskad
Slotte, A., Olin-Scheller, C. & Tanner, M. (2019). Textmöten i det uppkopplade klassrummet: Digitala resurser och nya litteracitetspraktiker i gymnasieskolans undervisning. In: H. Höglund, S. Jusslin, M. Ståhl, & A. Westerlund (Ed.), Genom texter och världar: Svenska och litteratur med didaktisk inriktning – festskrift till Ria HeiläYlikallio (pp. 1-18). Åbo: Åbo Akademis förlag
Öppna denna publikation i ny flik eller fönster >>Textmöten i det uppkopplade klassrummet: Digitala resurser och nya litteracitetspraktiker i gymnasieskolans undervisning
2019 (Svenska)Ingår i: Genom texter och världar: Svenska och litteratur med didaktisk inriktning – festskrift till Ria HeiläYlikallio / [ed] H. Höglund, S. Jusslin, M. Ståhl, & A. Westerlund, Åbo: Åbo Akademis förlag , 2019, s. 1-18Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Åbo: Åbo Akademis förlag, 2019
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-72367 (URN)
Forskningsfinansiär
Vetenskapsrådet, 2015-01044
Tillgänglig från: 2019-06-10 Skapad: 2019-06-10 Senast uppdaterad: 2019-06-10
Tanner, M. & Pérez Prieto, H. (2019). "...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System. Scandinavian Journal of Educational Research
Öppna denna publikation i ny flik eller fönster >>"...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System
2019 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The aim is to analyse how policy decisions about assessment practices influence what it means to be a student in a performative system. We examine an occasion where a previously mandatory national test became optional, and how students took the opportunity to try to change the school's decision about this. The study is based on student group interviews in year 6, and uses Conversation Analysis to examine how they use discursive resources to co-construct fabrications of the ideal student. The findings show how neoliberal rhetoric has worked its way into the students' everyday lives, and how they display a deep knowledge about how to use arguments that work inside the system. We argue that there is a need for more knowledge about contemporary education policies from a student perspective.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2019
Nyckelord
Student perspective, policy enactment, conversation analysis, national tests, assessment, video studies
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-74207 (URN)10.1080/00313831.2019.1639812 (DOI)000474985400001 ()
Tillgänglig från: 2019-08-05 Skapad: 2019-08-05 Senast uppdaterad: 2019-08-05Bibliografiskt granskad
Löfdahl, A., Olin-Scheller, C. & Tanner, M. (Eds.). (2018). Berättelser: Vänbok till Héctor Pérez Prieto. Karlstad: Karlstads universitet
Öppna denna publikation i ny flik eller fönster >>Berättelser: Vänbok till Héctor Pérez Prieto
2018 (Svenska)Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
Abstract [sv]

Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.

Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.  

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2018
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-65444 (URN)978-91-7063-829-9 (ISBN)978-91-7063-924-1 (ISBN)
Tillgänglig från: 2017-12-19 Skapad: 2017-12-19 Senast uppdaterad: 2018-02-22
Olin-Scheller, C. & Tanner, M. (2018). ”Den heliga” skönlitteraturen och det uppkopplade klassrummet. In: Anna Nordenstam & Suzanne Parmenius-Swärdh (Ed.), Svensklärarföreningens årsskrift 2018: Digitalt (pp. 151-166). Stockholm: Natur & Kultur
Öppna denna publikation i ny flik eller fönster >>”Den heliga” skönlitteraturen och det uppkopplade klassrummet
2018 (Svenska)Ingår i: Svensklärarföreningens årsskrift 2018: Digitalt / [ed] Anna Nordenstam & Suzanne Parmenius-Swärdh, Stockholm: Natur & Kultur , 2018, s. 151-166Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Stockholm: Natur & Kultur, 2018
Nationell ämneskategori
Språk och litteratur
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-74360 (URN)978-91-27-45738-6 (ISBN)
Projekt
Uppkopplade klassrum
Forskningsfinansiär
Vetenskapsrådet, 2015-01044
Tillgänglig från: 2019-08-16 Skapad: 2019-08-16 Senast uppdaterad: 2019-09-05Bibliografiskt granskad
Klette, K., Sahlström, F., Blikstad-Balas, M., Luoto, J., Tanner, M., Tengberg, M., . . . Slotte, A. (2018). Justice through participation: Student engagement in Nordic classrooms. Education Inquiry, 9(1), 57-77
Öppna denna publikation i ny flik eller fönster >>Justice through participation: Student engagement in Nordic classrooms
Visa övriga...
2018 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, nr 1, s. 57-77Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2018
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-66615 (URN)10.1080/20004508.2018.1428036 (DOI)
Tillgänglig från: 2018-03-08 Skapad: 2018-03-08 Senast uppdaterad: 2018-08-31Bibliografiskt granskad
Olin-Scheller, C. & Tanner, M. (2018). Klassrummet som plats för lärande utmanas. Svenskläraren (1), 18-19
Öppna denna publikation i ny flik eller fönster >>Klassrummet som plats för lärande utmanas
2018 (Svenska)Ingår i: Svenskläraren, ISSN 0346-2412, nr 1, s. 18-19Artikel i tidskrift, Editorial material (Övrig (populärvetenskap, debatt, mm)) Published
Ort, förlag, år, upplaga, sidor
Stockholm: Svenskläraren, 2018
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-66085 (URN)
Projekt
Uppkopplade klassrum
Forskningsfinansiär
Vetenskapsrådet, 2015-01044
Tillgänglig från: 2018-02-02 Skapad: 2018-02-02 Senast uppdaterad: 2018-02-22Bibliografiskt granskad
Tanner, M. & Sahlström, F. (2018). Same and Different: Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories. Discourse processes, 55(8), 704-725
Öppna denna publikation i ny flik eller fönster >>Same and Different: Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories
2018 (Engelska)Ingår i: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950, Vol. 55, nr 8, s. 704-725Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning trajectories by focusing on how participants establish relations of cohesion and change between current and previous occasions that constitute a learning trajectory. Analysis of empirical data shows how participants frequently topicalize aspects of epistemic stance toward a co-constructed learning content. Such epistemic topicalizations play an important role in maintaining cohesion in a learning trajectory, while making it possible for teachers and students to progressively change and differentiate their epistemic stance. Epistemic topicalizations are suggested as a useful analytic concept, grounded in conversation analysis, to describe how cohesion and change are emically managed in interaction to accomplish progressivity in learning trajectories.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2018
Nationell ämneskategori
Pedagogiskt arbete Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-55434 (URN)10.1080/0163853X.2017.1319168 (DOI)000448082700005 ()
Tillgänglig från: 2017-06-26 Skapad: 2017-06-26 Senast uppdaterad: 2018-11-23Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-7691-2490

Sök vidare i DiVA

Visa alla publikationer