Kenneth Silseth
Biographic Data
| ID | 641311 |
|---|---|
| NAME | Kenneth Silseth |
| GIVEN NAMES | Kenneth |
| FAMILY NAME | Silseth |
| SIGNATURE | SILSETH K |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-3956-3463 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education
This paper explores the use of a shared tablet within the context of collaborative learning among a teacher and upper‐secondary students (aged 16–17). We analyse how various resources are mobilised for joint meaning making. Drawing on video‐recorded episodes, this qualitative case study shows how human and digital resources emerge when students collaboratively make meaning of body‐related concepts using a shared tablet and how these resources sup…
Co-located video annotation and joint noticing in teacher education: A sociocultural and interactional approach
This study explored how a collaborative video annotation activity in a co-located setting can mediate student teachers' joint process of noticing. Drawing on a sociocultural and interactional approach, the study examined how a group of student teachers, early in their education, attended to and interpreted video-recorded classroom events together. The findings show how the participants collaboratively established common ground, enabling joint not…
Playing Minecraft: Young children’s postdigital play
New sociomaterial and performative directions in literacy research on digital technologies and play in early childhoods may complicate the established concept of digital play. This study contributes to this line of research by empirically expanding on the concept of the postdigital. In the study, postdigital refers to how both “digital” and “non-digital” agentic materialities are allowed to act messily in contemporary early childhood play, unsett…
Bridging group work and whole-class activities through responsive teaching in science education
Previous studies have shown both benefits and challenges of group work and whole-class activities in educational settings. One overall finding in the existing literature is that it is challenging for teachers to facilitate whole-class conversations that realise the rich potential of student discussions and undertakings during group work. This article investigates how teachers can facilitate productive consolidating whole-class conversations build…
Rethinking the boundaries of learning in a digital age
Why are boundaries important when studying social and educational practices? Boundaries might be said to define our everyday social and cultural worlds in fundamental ways. Boundaries can be manife
Teachers’ enactment of policy in classrooms: Making students accountable through inscriptions from the curriculum in classroom interactions
The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this i…
Invoking student resources in whole-class conversations in science education: A sociocultural perspective
Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning.Methods The empiri…
Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science
In sociocultural research, many scholars have studied the relationship between students’ everyday lives outside of school and classroom learning. This article contributes to this area by focusing explicitly on the timespace dimensions of meaning making in science education. We draw on Bakhtin’s notion of the chronotope to examine how students can become engaged in science learning through telling stories of personal relevance. We analyze an espec…
Collaborative display of competence: A case study of process-oriented video-based assessment in schools
This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-orien…
Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities
This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent–teacher conferences taking place at a lower secondary school. The analysis shows how teachers reflect upon the relationship between students' lives outside and inside school, some of the complexiti…
Futuremaking and digital engagement: From everyday interests to educational trajectories
In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of…
Connecting to the outside: Cultural resources teachers use when contextualizing instruction
Surviving the impossible: Studying students' constructions of digital stories on World War II
Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves
We introduce the notion of learning selves as a way of tracing learning across sites. Learning selves is a way of characterizing how people as learners are constituted in and between settings. Focusing on the concept of self represents an attempt to address what becomes of the person in sociocultural and dialogical theorizing. Through a discussion of central concepts in dialogical theory, we outline three analytical resources to examine and ident…
Collaborative display of competence: A case study of process-oriented video-based assessment in schools
This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-orien…
Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves
We introduce the notion of learning selves as a way of tracing learning across sites. Learning selves is a way of characterizing how people as learners are constituted in and between settings. Focusing on the concept of self represents an attempt to address what becomes of the person in sociocultural and dialogical theorizing. Through a discussion of central concepts in dialogical theory, we outline three analytical resources to examine and ident…
Surviving the impossible: Studying students' constructions of digital stories on World War II
Connecting to the outside: Cultural resources teachers use when contextualizing instruction
Futuremaking and digital engagement: From everyday interests to educational trajectories
In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of…
Invoking student resources in whole-class conversations in science education: A sociocultural perspective
Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning.Methods The empiri…
Weaving together the past, present and future in whole class conversations: Analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science
In sociocultural research, many scholars have studied the relationship between students’ everyday lives outside of school and classroom learning. This article contributes to this area by focusing explicitly on the timespace dimensions of meaning making in science education. We draw on Bakhtin’s notion of the chronotope to examine how students can become engaged in science learning through telling stories of personal relevance. We analyze an espec…
Collaborative display of competence: A case study of process-oriented video-based assessment in schools
This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-orien…
Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities
This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent–teacher conferences taking place at a lower secondary school. The analysis shows how teachers reflect upon the relationship between students' lives outside and inside school, some of the complexiti…
Rethinking the boundaries of learning in a digital age
Why are boundaries important when studying social and educational practices? Boundaries might be said to define our everyday social and cultural worlds in fundamental ways. Boundaries can be manife
Teachers’ enactment of policy in classrooms: Making students accountable through inscriptions from the curriculum in classroom interactions
The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this i…
Bridging group work and whole-class activities through responsive teaching in science education
Previous studies have shown both benefits and challenges of group work and whole-class activities in educational settings. One overall finding in the existing literature is that it is challenging for teachers to facilitate whole-class conversations that realise the rich potential of student discussions and undertakings during group work. This article investigates how teachers can facilitate productive consolidating whole-class conversations build…
Playing Minecraft: Young children’s postdigital play
New sociomaterial and performative directions in literacy research on digital technologies and play in early childhoods may complicate the established concept of digital play. This study contributes to this line of research by empirically expanding on the concept of the postdigital. In the study, postdigital refers to how both “digital” and “non-digital” agentic materialities are allowed to act messily in contemporary early childhood play, unsett…
Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education
This paper explores the use of a shared tablet within the context of collaborative learning among a teacher and upper‐secondary students (aged 16–17). We analyse how various resources are mobilised for joint meaning making. Drawing on video‐recorded episodes, this qualitative case study shows how human and digital resources emerge when students collaboratively make meaning of body‐related concepts using a shared tablet and how these resources sup…
Co-located video annotation and joint noticing in teacher education: A sociocultural and interactional approach
This study explored how a collaborative video annotation activity in a co-located setting can mediate student teachers' joint process of noticing. Drawing on a sociocultural and interactional approach, the study examined how a group of student teachers, early in their education, attended to and interpreted video-recorded classroom events together. The findings show how the participants collaboratively established common ground, enabling joint not…
Psychology (11 works) · Sociology (10 works) · Pedagogy (9 works) · Mathematics education (8 works) · Sociocultural evolution (8 works) · Computer Science (6 works) · Epistemology (6 works) · Innovative Teaching and Learning Methods (4 works) · Social Psychology (4 works) · Sociocultural perspective (4 works)