Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning

• Published in: Journal of information technology education Vol. 14; no. 1; pp. 139 - 159
• Main Authors: Öman, Anne, Sofkova Hashemi, Sylvana
• Format: Journal Article
• Language: English
• Published: Santa Rosa Informing Science Institute 2015
• Subjects: Advertising; Available designs; Barn- och ungdomsvetenskap; Case Studies; Child and Youth studies; Collaboration; Computational linguistics; Computer Assisted Instruction; Concept Formation; Design; Design elements; Didactics; Didaktik; Digital resources; Digital technologies; Education; Educational science; Educational Sciences; Educational Technology; Ethnography; Film Production; Foreign Countries; Grade 3; Interviews; Introductory Courses; Laptop Computers; Learning Activities; Learning Processes; Learning trajectories; Marketing; Multi-modality; Multimodality; Multiple Literacies; Observation; Pedagogics and Educational Sciences; Pedagogik och Utbildningsvetenskap; Primary Education; Sweden; Teaching; Teaching and learning; Teaching Methods; Technology Uses in Education; Utbildningsvetenskap; Video Technology; Writing Instruction; Writing Skills; Sweden
• ISSN: 1547-9714; 1539-3585; 1539-3585
• DOI: 10.28945/2127

Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.