Abstract
Research that examines the uptake of digital technologies in classrooms provides a body of literature on the issue from the perspectives of education stakeholders such as teachers and students. This study employs the sociological perspective of Membership Categorization Analysis to examine the ways that numerous perspectives on the issue are drawn together in response to a news website article about the use of digital devices in classrooms. The analysis examines the ways categories, and category related activities, were used to inform and justify what a range of people said and inferred about the perspectives of others on the issue. Categories are shown to be important for in situ “sense making” that underpins and enables the doing of social life online.
| Original language | English |
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| Title of host publication | 2015 Annual Meeting of the American Educational Research Association |
| Publisher | American Educational Research Association (AERA) |
| Pages | 1-6 |
| Number of pages | 6 |
| Publication status | Published - 2015 |
| Event | American Educational Research Association Annual Meeting 2015: AERA 2015 - Sheraton Chicago Hotel and Towers, Chicago, United States Duration: 16 Apr 2015 → 20 Apr 2015 http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting/2015-Annual-Meeting-Details/Program/Online-Print-Program-PDF (Meeting program) http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting/2015-Annual-Meeting-Details (Meeting details) |
Conference
| Conference | American Educational Research Association Annual Meeting 2015 |
|---|---|
| Abbreviated title | Toward justice: culture, language, and heritage in education research and praxis |
| Country/Territory | United States |
| City | Chicago |
| Period | 16/04/15 → 20/04/15 |
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