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Computer Supported Cooperative Work (CSCW)

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01.02.2008

Unpacking Tasks: The Fusion of New Technology with Instructional Work

verfasst von: Christian Greiffenhagen

Erschienen in: Computer Supported Cooperative Work (CSCW) | Ausgabe 1/2008

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Abstract

This paper discusses how a new technology (designed to help pupils with learning about Shakespeare’s Macbeth) is introduced and integrated into existing classroom practices. It reports on the ways through which teachers and pupils figure out how to use the software as part of their classroom work. Since teaching and learning in classrooms are achieved in and through educational tasks (what teachers instruct pupils to do) the analysis explicates some notable features of a particular task (storyboarding one scene from the play). It is shown that both ‘setting the task’ and ‘following the task’ have to be locally and practically accomplished and that tasks can operate as a sense-making device for pupils’ activities. Furthermore, what the task ‘is’, is not entirely established through the teacher’s initial formulation, but progressively clarified through pupils’ subsequent work, and in turn ratified by the teacher.

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See Shapiro (1996) for another comparison of ‘task analysis’ with ‘ethnographic studies’ that anticipates some of the arguments developed here.

Space precludes a detailed analysis of some of the differences entailed here, but see Lynch (1993), Hester and Francis (2000b), and Randall et al. (2001).

Other authors have, in outline, rehearsed the need for both ‘ethnography’ and ‘interaction analysis’ together (see Jordan and Henderson 1995; Blomberg and Trigg 2000). They seldom, however, spell out what work it is that the ethnography does.

Elaborated reminders are not always necessary. The next lesson is introduced with a simple announcement:

https://static-content.springer.com/image/art%3A10.1007%2Fs10606-007-9068-x/MediaObjects/10606_2007_9068_Figc_HTML.gif

Here the teacher can rely on the fact that coming to the computer suite (rather than staying in their normal classroom) pupils will remember that they have been working with the software to produce a storyboard. One may also note that such ‘whole-class announcements’ are often prefaced through special markers, in particular “right”, through which the group of pupils is established as a cohort (cf., Payne 1976).

On topics in classroom lessons, see also Payne and Hustler (1980), McHoul and Watson (1984), Heyman (1986), and Heap (1988).

Users can scroll through the available characters by pressing the ‘up’ and ‘down’ arrows below that box (see the interface of the software in the Appendix).

One might note that the “okay” (in lines 12 and 16) works as a kind of ‘formal marker’ (Turner 1972, p.369) that indicates the proposed start of the next step/phase.

The other teacher in our study once reminded the class: “In your SATs, you will lose marks if you are not spelling words correctly.”

This is not meant as a criticism, but as comment on the teacher’s ability to deal with problems as and when they arose in the following of the task.

See http://www.kar2ouche.com/kar2ouche/ (last accessed July 2007).

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Titel: Unpacking Tasks: The Fusion of New Technology with Instructional Work
verfasst von: Christian Greiffenhagen
Publikationsdatum: 01.02.2008
Verlag: Springer Netherlands
Erschienen in: Computer Supported Cooperative Work (CSCW) / Ausgabe 1/2008
Print ISSN: 0925-9724
Elektronische ISSN: 1573-7551
DOI: https://doi.org/10.1007/s10606-007-9068-x

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