Search results for author:"Ingvill Rasmussen"
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International Journal of Educational Research Vol. 72, No. 1 (2015) pp. 149–161
This paper reports on a microblog intervention that purports to prepare students to engage in rich, whole-class discussions. In this study, students (n=25) used microblogs to summarise text information, which was then shared on tablets and a big...
The Hedgehog and the Fox: A Discussion of the Approaches to the Analysis of ICT Reforms in Teacher Education of Larry Cuban and Yrjo Engestrom
Mind, Culture, and Activity Vol. 16, No. 1 (January 2009) pp. 83–104
This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical...
The Right Tool for the Wrong Task? Match and Mismatch between First and Second Stimulus in Double Stimulation
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 4 (December 2008) pp. 387–412
Using Vygotsky's notion of double stimulation as an analytical tool, we discuss the complex relationship between tasks, tools, and agency in CSCL environments. Empirically we examine how learners in a Norwegian senior high school class learning...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 4058–4065
In this paper we argue that for teachers it is becoming increasingly important to develop competence in designing technology mediated and collaborative tasks. The impact from digital technologies challenges the historically stable relationship...
Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources
International Journal of Educational Research Vol. 84, No. 1 (2017) pp. 79–89
This article contributes to a deeper understanding of learning with multiple resources, widely available due to digitalisation. We claim that concepts such as participation trajectories, emergence and heterochrony enable an analytical account of...
The process of understanding the task: how is agency distributed between students, teachers and representations in technology-rich learning environments?
International Journal of Educational Research Vol. 39, No. 8 (2003) pp. 839–849
In this article, we explore how students’ agency relates to both highly structured and open-ended learning environments. This is done by analysing how students’ understanding of tasks evolves through their activities in relation to the...