A geography of connections: Networks of humans and materials in mathematics classrooms using handheld technology. Hillman, T. Forum Qualitative Sozialforschung, 2012. cited By 0
A geography of connections: Networks of humans and materials in mathematics classrooms using handheld technology [link]Paper  abstract   bibtex   
This article examines the role of materials in education by investigating the inclusion of a handheld digital technology in mathematics classrooms. By drawing on activity theory to conceptualize learning with technology and Actor-Network theory to understand the relationships between materials and humans, the use of educational technology in two secondary school mathematics classrooms is investigated. Drawing on interviews and video-recorded classroom observation, this investigation maps the patterns of relations among humans and materials as classroom socio-technical networks adapt to the inclusion of a handheld digital technology. The results present a variety of ways that the human and material actors in classroom socio-technical networks operate as an interconnected whole rather than as a set of individual interactions. © 2011 FQS.
@ARTICLE{Hillman2012,
author={Hillman, T.},
title={A geography of connections: Networks of humans and materials in mathematics classrooms using handheld technology},
journal={Forum Qualitative Sozialforschung},
year={2012},
volume={13},
number={1},
note={cited By 0},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-82855169342&partnerID=40&md5=747a33975636891e2b0fb15af3a8221a},
affiliation={Department of Education, Communication and Learning, University of Gothenburg, SE 405 30 Göteborg, Sweden},
abstract={This article examines the role of materials in education by investigating the inclusion of a handheld digital technology in mathematics classrooms. By drawing on activity theory to conceptualize learning with technology and Actor-Network theory to understand the relationships between materials and humans, the use of educational technology in two secondary school mathematics classrooms is investigated. Drawing on interviews and video-recorded classroom observation, this investigation maps the patterns of relations among humans and materials as classroom socio-technical networks adapt to the inclusion of a handheld digital technology. The results present a variety of ways that the human and material actors in classroom socio-technical networks operate as an interconnected whole rather than as a set of individual interactions. © 2011 FQS.},
author_keywords={Activity theory;  Actornetwork theory;  Interaction analysis;  Interviews;  Learning;  Materiality;  Mathematics education;  Technology;  Videorecorded observation},
correspondence_address1={Hillman, T.; Department of Education, Communication and Learning, University of Gothenburg, SE 405 30 Göteborg, Sweden; email: thomas.hillman@gu.se},
issn={14385627},
language={English},
abbrev_source_title={Forum Qual. Sozialforschung},
document_type={Article},
source={Scopus},
}

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