Long-Term Teacher Orchestration of Technology-mediated Collaborative Inquiry

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This explorative case study longitudinally examines teacher orchestration
of an inquiry learning process in a technology-enhanced elementary
classroom. A 13-month investigative study on cultural artifacts was
conducted on 32 fourth grade students who progressed to the fifth
grade during the project. The activities were mediated and documented
using Knowledge Forum, a technology-enhanced collaborative
environment. Data were gathered from video recordings of whole-class
sessions and the teacher’s reflective diary entries. The coding scheme for
the video analysis focused on identifying the various orchestration
events, while drawing on theory and data-driven qualitative content
analysis. Six types of orchestration events effectively maintained the
process during whole-class sessions. These events supported the
advancement of knowledge, reflection on inquiry, and pragmatic
organization of inquiry. The study also adopted CORTDRA diagrams that
highlighted temporal aspects of the orchestration events throughout the
project. Knowledge Forum enabled the longitudinal advancement of the
project.
Original languageEnglish
JournalScandinavian Journal of Educational Research
Volume62
Issue number3
Pages (from-to)407-432
Number of pages26
ISSN0031-3831
DOIs
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Collaborative learning
  • Elementary school
  • Inquiry learning
  • PROGRESSIVE INQUIRY
  • teacher orchestration
  • Technology-enhanced learning
  • SOCIAL INFRASTRUCTURE
  • design research
  • KNOWLEDGE
  • GUIDANCE

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