Genom studier av nationell litteratur samt en mindre observationsstudie i en år 4-6 skola har jag undersökt hur elevers datoranvändning kan se ut. Jag har utgått från fyra frågor: Vad gör eleverna? Hur gör eleverna? Hur skulle de vilja göra? och Vad tycker de? Det jag har funnit ut är att eleverna i min studie har ett brett användningsområde för sina datorer i skolan, de är positivt inställda till datorer och en del av dem önskar mer baskunskaper.

<p>Genom studier av nationell litteratur samt en mindre observationsstudie i en år 4-6 skola har jag undersökt hur elevers datoranvändning kan se ut. Jag har utgått från fyra frågor: Vad gör eleverna? Hur gör eleverna? Hur skulle de vilja göra? och Vad tycker de? </p><p>Det jag har funnit ut är att eleverna i min studie har ett brett användningsområde för sina datorer i skolan, de är positivt inställda till datorer och en del av dem önskar mer baskunskaper.</p>

The present ethnography documents computer activities in everyday life. The data consist of video recordings, interviews and field notes, documenting (i) 16 students in a seventh grade class in a computer room and other school settings and (ii) 22 children, interacting with siblings, friends and parents in home settings. The thesis is inspired by discourse analytical as well as ethnographic approaches, including notions from Goffman (1974, 1981), e.g. those of activity frame and participation framework, which are applied and discussed. The thesis consists of four empirical studies. The first study focuses on students’ illegitimate use, from the school’s point of view, of online chatting in a classroom situation. It is shown that the distinction offline/online is not a static one, rather it is made relevant as part of switches between activity frames, indicating the problems of applying Goffman’s (1981) notions of sideplay, byplay and crossplay to analyses of interactions in which several activity frames are present, rather than one main activity. Moreover, it is shown that online identities, in terms of what is here called tags, that is, visual-textual nicknames, are related to offline phenomena, including local identities as well as contemporary aesthetics. The second study focuses on placement of game consoles as part of family life politics. It is shown that game consoles were mainly located in communal places in the homes. The distinction private/communal was also actualized in the participants’ negotiations about access to game consoles as well as negotiations about what to play, when, and for how long. It is shown that two strategies were used, inclusion and exclusion, for appropriating communal places for computer game activities. The third study focuses on a digital divide in terms of a generational divide with respect to ascribed computer competence, documenting how the children and adults positioned each other as people ‘in the know’ (the children) versus people in apprentice-like positions (the adults). It is shown that this generation gap was deployed as a resource in social interaction by both the children and the adults. The forth study focuses on gaming in family life, showing that gaming was recurrently marked by response cries (Goffman, 1981) and other forms of blurted talk. These forms of communication worked as parts of the architecture of intersubjectivity in gaming (cf. Heritage, 1984), indexing the distinction virtual/‘real’. It is shown how response cries, sound making, singing along and animated talk extended the virtual in that elements of the game became parts of the children’s social interaction around the screen, forming something of an action aesthetic, a type of performative action for securing and displaying joint involvement and collaboration. As a whole, the present studies show how the distinctions master/apprentice, public/private, virtual/real and subject/object are indexicalized and negotiated in computer activities.