Use micro-analysis of cross-media interactions to study technology appropriation in networked classrooms¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article's methodological strategy is to deploy "micro-analysis of cross-media interactions" to unravel how different groups of students evolve alternative approaches to appropriating a technology. This means examining interactions as they spread across face-to-face and online media in the networked classroom, in the context of collaborative second-language writing, rather than analyzing each medium separately.

Design Implications¶

Context¶

Requirements¶

• Access to interaction data across the multiple media in use
• Small-group activity settings where appropriation unfolds over time

Constraints¶

Target Learners¶

• students in small groups in networked classrooms

Target Learning Goals¶

• understanding and designing technology appropriation in collaborative learning

Claims¶

• In a networked second-language classroom, different small groups of students evolve alternative approaches to appropriating a representational tool during collaborative L2 writing [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Wen, Y., Looi, C.-K., & Chen, W. (2015). Appropriation of a representational tool in a second-language classroom. International Journal of Computer-Supported Collaborative Learning, 10(1), 77–108. https://doi.org/10.1007/s11412-015-9208-0