This paper considers how computerized work is organized in a class for younger pupils in a compulsory school and how patterns of interaction and use of digital learning resources influence the pupils’ work at computers within a Learning Design Sequence (LDS). Data come from a case study, which is a part of a wider research project, “Digital media and learning design sequences in Swedish schools – user perspective”. The case study is in the research field of information and communication technology (ICT) and the theoretical framework is based on socio-semiotic and socio-cultural perspectives. The methodological approach is user-oriented and the methods I employ refer to field observation and observation of video recordings. Learning Design Sequence is an analytical model, which is constructed by the research project and the data in the case study derives from the phase of “transforming and forming” within LDS. The result shows that processes of organization, patterns of interaction and affordances of the digital learning resources provide essential semiotic resources that mediate and constrain the pupils’ work at the computers.
How to Cite:
Svärdemo Åberg, E. (2008). The patterns of social interaction influencing pupils´ work at computers An empirical study within a Learning Design Sequence. Designs for Learning, 1(2), 8–25.