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This qualitative study investigates how young students expressed, explored and expanded their ideas of how they could contribute to sustainable development. We analyse a trajectory in a Norwegian 8th grade class, focusing on the students' emerging understanding through microblogging and talk in individual, group and whole class activities. The material analysed are logs from a microblogging tool and transcribed video recordings from two lessons. We examined the trajectory as a whole to understand how the topic was treated, we sorted students' microblogs thematically, and we used interaction analysis to investigate talk excerpts. The results show that the students initially tended to suggest everyday actions related to reducing consumption, and that through classroom interactions about a challenging idea their understanding broadened. The combination of microblogging activities and discussions facilitated the travelling of ideas between activities and participants, prompted the students to question, elaborate and reason, supported broad participation, and helped students create links between everyday actions and wider sustainability issues.

Whilst video has become a central reflective tool in teacher education and teacher professional development, video-based collaborative reflection is just starting to gain traction as a research approach. The authors develop their understanding of this approach by examining how teacher noticing can be extended in teacher reflection. Specifically, they examine how the mix of collaborative interaction, use of video, and the discussion of selected incidents when focusing on specific aspects of practice leads to extended noticing and the creation of a 'frame for action'. They focus on a research and development project that introduced a dialogic pedagogy around a microblogging tool in English secondary schools. Three teachers participated in meetings with researchers, presenting self-selected clips from their lessons for discussion. Analysis of audio-recorded meetings revealed teachers' preparedness to extend understanding by building on others' experiences. This led to the teachers developing frames for action for future lessons informed by professional dialogue.

This qualitative study investigates how young students expressed, explored and expanded their ideas of how they could contribute to sustainable development. We analyse a trajectory in a Norwegian 8th grade class, focusing on the students' emerging understanding through microblogging and talk in individual, group and whole class activities. The material analysed are logs from a microblogging tool and transcribed video recordings from two lessons. We examined the trajectory as a whole to understand how the topic was treated, we sorted students' microblogs thematically, and we used interaction analysis to investigate talk excerpts. The results show that the students initially tended to suggest everyday actions related to reducing consumption, and that through classroom interactions about a challenging idea their understanding broadened. The combination of microblogging activities and discussions facilitated the travelling of ideas between activities and participants, prompted the students to question, elaborate and reason, supported broad participation, and helped students create links between everyday actions and wider sustainability issues. [ABSTRACT FROM AUTHOR]

This article investigates students' reasoning in, and across, different types of learning activities. We analyze students' work on Norwegian literature through group work, collectively produced text, and individually written texts. We take a socio-cultural, dialogical perspective on the students' utterances; using the terms perspective, voices and speech genres as analytical tools. We find that personally related voices and genres dominate the group-work while more formal voices and genres dominate the individual texts. This helps explain a lack of uptake between different work situations. A further understanding of students' meaning-making in different situations may help organizing for coherence between learning activities. [ABSTRACT FROM AUTHOR]