Abstract
Abstract The aim of this study is to investigate the role of personal digital devices for negotiating assignments during collaborative work in school. Using video recordings of the peer-to-peer interactions in two math and Norwegian language projects, an interactional analysis (IA) is used to analyse the meaning making and the role of phones and cameras in social interaction. To enable a better understanding of the spatial and temporal dimensions in the school context, the students' interactions with the digital devices are used as the unit of analysis because these interactions constitute a practice ‘in tandem’ with the cultural tools and mediational means being deployed. Using two cases, the article demonstrates how personal digital devices can constitute and reconstitute the spatial and temporal dimensions in the educational chronotope. Overall, the findings show the ways in which the specific features of the screen and viewfinder are important in understanding the dialogues and negotiations during collaborative work on assignments where students use personal digital devices.
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