Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Fritjof Sahlström, Marie Tanner, Verneri Valasmo
Förläggare: Elsevier
Förlagsort: Amsterdam
Publiceringsår: 2019
Tidskrift: Learning, Culture and Social Interaction
Volym: 21
Artikelns första sida, sidnummer: 311
Artikelns sista sida, sidnummer: 331
eISSN: 2210-657X


The aim of this article is to study how recent
and rapid increase in students' use of smartphones in classrooms affects
how participation is organized and carried out in teaching and learning
situations, particularly in relation to plenary teaching in whole-class
interaction. Smartphones are new artifacts in the classroom that afford
changed possibilities for participation in social interaction. This
raises questions about to what extent well-established and well-known
patterns of classroom participation are still valid, in particular with
respect to the fundamental turn-taking organization of plenary teaching.
The empirical data consists of video recordings from multiple sources
during 158 h of lessons in Swedish and Finnish upper secondary
classrooms. Selected interactions involving smartphone use during
plenary teaching were transcribed and represented with regard to
multimodal aspects of both face-to-face and screenbased interactions.
Analysis was carried out using conversation analysis (CA), drawing on
the concept participation framework. The main conclusion of the article
is that student smartphone use significantly alters participation
patterns in whole-class interaction, but in different ways from the
students' respective teachers' perspective. However, student phone use
is not oriented to as interactionally problematic, or as threatening the
basic participation organization of the dominance of IRE-patterns
during plenary teaching.

Senast uppdaterad 2020-19-09 vid 05:45