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ERIC Number: EJ1051603
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0300-4279
Investigating Children's Interactions around Digital Texts in Classrooms: How Are These Framed and What Counts?
Burnett, Cathy
Education 3-13, v43 n2 p197-208 2015
This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A