Opening up the classroom: Enabling and interrupting digital media practices in School

Annekatrin Bock, Larissa Probst, Education in the North

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Rooted in media and communication studies, and drawing on Structuration theory, this feature utilises the concept of open spaces as analytical lenses to observe how ‘digital education’ is unfolding in classrooms today. We conducted in-depth fieldwork in one German school in a long-term project from 2012 to 2017. We present theoretically and empirically based research from classroom observation and teacher interviews that informs debates about open education and innovative digital media pedagogies. The feature embeds the project’s findings in a reflection on digital practices in schools and, more broadly, in the contemporary global debate over the implementation of digital media in schools.
Original languageEnglish
Pages (from-to)130-138
Number of pages9
JournalEducation in the North
Issue number3
Publication statusPublished - 21 Dec 2018

Bibliographical note

The research was supported by the Bürgerstiftung Braunschweig.


  • open education
  • digital educational media
  • media change in school
  • pupils/students media use
  • Structuration Theory
  • classroom observation
  • teacher interviews


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