Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching


With this workshop, we aim to expand current understandings of material conditions of learning and teaching through analytical accounts of emergent practices bound to the use of tablets in schools and higher education.The workshop draws attention to the material conditions for tablet-mediated collaborative learning and teaching practices and relates closely to the organizers’ interest in the relationship between tools/technology and learning (Säljö, 2010; Sörensen, 2009). Within this relationship, learning gains materiality through the use of tools/technology and, consequently, such materiality has implications for learning, as it transforms “how we teach and learn as well as how we come to interpret learning” (Säljö, 2010, p.53). Situating learning and teaching into the material world brings us to view these activities as embedded within sociocultural activities that are bounded to tools that make them possible (Säljö, 2010; Rabardel, 1995). Such interest in the imbrication between material, cognitive and social aspects of teaching and learning activities is not really new; it has for instance been the object of study within a) the cultural historical approach (Vygotsky, 1934/1997), b) the instrumental genesis theory (Rabardel, 1995; Lonchamp, 2012) and c) the sociomaterial lens on learning (Sörensen, 2009; Fenwick et al., 2011). These three approaches constitute the theoretical underpinning of this workshop. More specifically, Vygotsky’s (1934/1997) notion of mediation raises the attention and points at the need for conducting situated studies, able to scrutinize the interaction between humans and tools. Taking heed of how tools (e.g., either psychological or technical) restructure the capacities of the human mind, Vygotsky (1997) introduced the instrumental act in order to explain how the inclusion of a tool into a human activity reorganizes such activity. Rabardel’s (1995) concept of the instrument challenges us to look at tools-in-use as artifacts that are elaborated in complex processes where the material, technical part (i.e. its design and affordances) is intertwined with the subject’s utilization schemes or behavioral part (i.e. user’s representations, knowledge and practices). Finally, recent sociomaterial conceptualizations of learning (Sörensen, 2009; Fenwick et al., 2011) renew the interest in the relationship between technology and learning from stances that criticize tools viewed as disembodied from current educational practices.




Teresa Cerratto-Pargman, Stockholm University, Sweden, tessy@dsv.su.se

Isa Jahnke, University of Missouri-Columbia, USA, jahnkei@missouri.edu

Crina Damsa, University of Oslo, Norway, crina.damsa@ils.uio.no

Miguel Nussbaum, Pontificia Universidad Católica, Chile, mn@ing.puc.cl

Roger Säljö, University of Gothenburg, Sweden, roger.saljo@ped.gu.se


Programme Committee

Jun Oshima, Japan

Yishay Mor, Israel

Marcelo Milrad, Sweden

Chee-Kit-Looi, Singapore

Eva Mårell-Ohlsson, Sweden

Stefan Aufenanger, Germany

Swapna Kumar, USA

Sten Ludvigsen, Norway

Beatrice Ligorio, Italy

Olga Viberg, Sweden