Searching for delegated knowledge in elementary schools
Forskningsoutput: Tidskriftsbidrag › Artikel i vetenskaplig tidskrift
Method. Six focus groups were conducted with Swedish elementary school teachers during the fall of 2014. In total 39 teachers from four different compulsory schools participated in the study.
Analysis. The empirical material was analysed from a sociomaterial perspective, particularly informed by Actor-Network-Theory. Technology is here not perceived as a tool to be mastered for different purposes but as an actor actively taking part in the co-construction of educational practices.
Results. The study points to three important consequences of the changing relations between searching for and memorizing information in elementary schools: memorizing is to an increasing degree replaced by different activities related to “facts”; although more sophisticated cognitive labour is being outsourced to digital technology, analytical capability is still perceived as something particular to the human mind. As a consequence, analytical capability stood out as the most important criterion considered by the teachers when assessing their pupils’ performances.
Conclusion. The analysis shows how external memory systems are not merely tools for pupils and teachers to make use of. These systems are also actors that co-shape requirements on pupils’ capacities and performances in contemporary schooling.
|Enheter & grupper|
Ämnesklassifikation (UKÄ) – OBLIGATORISK
Cathrine Felix, Emmanuel Genot, Erik J Olsson, George Masterton, Kristoffer Ahlstrom-Vij, Rasmus Kraemmer Rendsvig, Sille Obelitz Søe, Ylva von Gerber, Jonas Fransson, Cecilia Andersson, Jutta Haider, Lars Ilshammar, Linnéa Lindsköld, Olof Sundin, Sara Kjellberg & Hanna Carlsson
Swedish Research Council
2013/01/01 → 2017/12/31
Aktivitet: Föredrag eller presentation › Presentation