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dc.contributor.authorEngen, Bård Ketil
dc.contributor.authorGiæver, Tonje Hilde
dc.contributor.authorMifsud, Louise
dc.date.accessioned2018-12-12T12:07:16Z
dc.date.accessioned2019-01-08T12:53:08Z
dc.date.available2018-12-12T12:07:16Z
dc.date.available2019-01-08T12:53:08Z
dc.date.issued2018-07
dc.identifier.citationEngen BK, Giæver TH, Mifsud ML. ‘It’s a Fairy Tale’ Using Tablets for Creating Composite Texts. The Journal of Interactive Learning Research. 2018;29(3):293-314en
dc.identifier.issn1093-023X
dc.identifier.issn1093-023X
dc.identifier.urihttps://hdl.handle.net/10642/6482
dc.description.abstractIn this article, we analysed the collaborative use of tablets (iPads) in a third-grade primary classroom in Norway where the pupils created fairy tales. The pupils worked in groups of five and shared an iPad in their group. We observed and recorded the story’s development, which lasted a week, using video recordings and field notes. We explored the issue of role the tablet played in collaborative writing activities. We analysed data from a computer-supported collaborative learning (CSCL) perspective. Our findings suggest that the iPad supplemented the role of regulator for interactions in writing activities and that the mobility of the device contributed to the development of the story. However, it is the teacher’s design of the classroom activity that is key to the role the iPad plays in collaborative writing activities.en
dc.language.isoenen
dc.publisherAssociation for the Advancement of Computing in Educationen
dc.relation.ispartofseriesThe Journal of Interactive Learning Research;Volume 29, Number 3, July 2018
dc.rightsPostprint version of published articleen
dc.subjectComposite textsen
dc.subjectThird-grade primary pupilsen
dc.subjectCollaborative writing activitiesen
dc.subjectCollaborative tablet usesen
dc.subjectClassroom activitiesen
dc.title‘It’s a Fairy Tale’ Using Tablets for Creating Composite Textsen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2018-12-12T12:07:16Z
dc.description.versionacceptedVersionen
dc.identifier.cristin1601537
dc.source.journalThe Journal of Interactive Learning Research


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