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

Annekatrin  Bock; Larissa  Probst; Education in the North

doi:10.26203/0cqq-5f74

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

Annekatrin Bock, Larissa Probst, Education in the North

Georg-Eckert-Institute for International Textbook Research

Research output: Contribution to journal › Feature › peer-review

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Abstract

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 language	English
Pages (from-to)	130-138
Number of pages	9
Journal	Education in the North
Volume	25
Issue number	3
DOIs	https://doi.org/10.26203/0cqq-5f74
Publication status	Published - 21 Dec 2018

Bibliographical note

Funding
The research was supported by the Bürgerstiftung Braunschweig.

Keywords

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

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10.26203/0cqq-5f74Licence: CC BY-NC

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Cite this

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title = "Opening up the classroom: Enabling and interrupting digital media practices in School ",

abstract = "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 {\textquoteleft}digital education{\textquoteright} 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{\textquoteright}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.",

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author = "Annekatrin Bock and Larissa Probst and Helen Martin and {Education in the North}",

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KW - media change in school

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

Abstract

Bibliographical note

Keywords

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