Intellectual teamwork: social and technological foundations of cooperative work
Intellectual teamwork: social and technological foundations of cooperative work
There's no place like home: continuing design in use
Design at work
Cardboard computers: mocking-it-up or hands-on the future
Design at work
Enacting design for the workplace
Usability
Technology in Working Order: Studies of Work, Interaction, and Technology
Technology in Working Order: Studies of Work, Interaction, and Technology
Children Designers: Interdisciplinary Construction for Learning and Knowing Mathematics in a Computer-Rich School
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This study was designed to investigate how different combinations of artifacts, social configurations, and physical arrangements give rise to different content and form of classroom discourse. Over a 4-month period, we collected data (videotaped activities, interviews, ethnographic observation, artifacts, and photographs) in a Grade 6/7 science class studying a unit on simple machines. This study describes how different artifacts, social configurations, and physical arrangements lead to different interactional spaces and participant roles, and, concomitantly, to different levels of participation in classroom conversations. The artifacts had important functions in the maintenance and sequence of the conversations. Depending on the situation and the role of participants, artifacts served as resources for students' sense making. Each of the different activity structures supported different dimensions of participating in conversations and, for this reason, we conclude that science educators teaching large classes should employ a mixture of these activity structures.