Meaning-making across remote sites: how delays in transmission affect interaction
Proceedings of the Sixth European conference on Computer supported cooperative work
Technology in Working Order: Studies of Work, Interaction, and Technology
Technology in Working Order: Studies of Work, Interaction, and Technology
Task Analysis for Human-Computer Interaction
Task Analysis for Human-Computer Interaction
Computer Supported Cooperative Work
The Problem with 'Awareness': Introductory Remarks on 'Awareness in CSCW'
Computer Supported Cooperative Work
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Reconsidering common ground: examining Clark's contribution theory in the OR
ECSCW'03 Proceedings of the eighth conference on European Conference on Computer Supported Cooperative Work
On "Technomethodologyn";: foundational relationships between ethnomethodology and system design
Human-Computer Interaction
Computer Supported Cooperative Work
| Hi-index | 0.00 |
This paper discusses how a new technology (designed to help pupils with learning about Shakespeare's Macbeth) is introduced and integrated into existing classroom practices. It reports on the ways through which teachers and pupils figure out how to use the software as part of their classroom work. Since teaching and learning in classrooms are achieved in and through educational tasks (what teachers instruct pupils to do) the analysis explicates some notable features of a particular task (storyboarding one scene from the play). It is shown that both `setting the task' and `following the task' have to be locally and practically accomplished and that tasks can operate as a sense-making device for pupils' activities. Furthermore, what the task `is', is not entirely established through the teacher's initial formulation, but progressively clarified through pupils' subsequent work, and in turn ratified by the teacher.