Designing for Code Sharing in a Data Science Course for non-STEM students
Based on a micro-ethnographic study where eight-grade pupils composed on iPad, this paper questions how technology impacts the composition processes. In line with a design theoretical perspective, technology is regarded as a package of semiotic resources in an artifact that is socially contextualized. The narrative analysis reveals that the technology has impact on the pupil’s perspectives, competence requirements and priorities, linked to multimodality offered by the technology and musical structures made dominant in the technology. This study shows that the relations between the pupils and technology both shape and reshape how the technology is put into use.