ABSTRACT

This article investigates how 9–13 years old pupils interpret activities involving the use of tablets in two Norwegian primary schools. The theoretical context draws on Goffman’s frame analysis and on research on young people’s digital literacy practices as socially situated meaning-making practices. Data was gathered through group interviews. The findings show that pupils framed activities involving tablets as engaging, enabling and playful, but also as teacher-directed and as challenging to their existing competences. Pupils’ framings were largely defined by what they expected to be of importance to their teachers but sometimes these also interrupted the teacher’s facilitation. The outcomes allow us to discuss the implications for pupils in developing digital competences, as a result of participation in a variety of digital practices. The article underscores the importance of considering the interplay between pupils’ framings of digital activities and the established conventions in the school context.

摘要

本文调查了挪威两所小学中 9-13 岁的学生如何解读涉及使用平板电脑的活动。理论背景借鉴了戈夫曼的框架分析和对年轻人数字素养实践作为社会情境意义创造实践的研究。数据是通过小组访谈收集的。调查结果表明，学生将涉及平板电脑的活动视为引人入胜、有利可图和有趣的，但也是教师指导的，并且对他们现有的能力具有挑战性。学生的框架很大程度上是由他们期望对老师重要的东西来定义的，但有时这些也打断了老师的引导。结果使我们能够讨论由于参与各种数字实践而对学生发展数字能力的影响。