Activity Theory for Studying Technology Integration in Education

Activity Theory for Studying Technology Integration in Education

Lorna Uden (Staffordshire University, UK), Griff Richards (Simon Fraser University Surrey, Canada) and Dragan Gaševic (Simon Fraser University Surrey, Canada)
Copyright: © 2008 |Pages: 8
DOI: 10.4018/978-1-59904-881-9.ch003
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Abstract

As can be seen, successful integration of technology into the classrooms depends on many factors. How do we study the effectiveness of technology integration in schools? We believe that cultural historical activity Activity Theory for Studying Technology Integration in Education a theory can be used as a framework to study the ICT integration processes in schools. This paper describes how learning activities in ICT-mediated classrooms must be understood in the context of larger socio-cultural issues. The structure of the paper is as follows. In the next section, we briefly review the use of technology for e-learning, followed by the impact of technology integration. A brief review of activity theory is then given, followed by how it can be used to study the effectiveness of technology integration. The final section of the paper presents the conclusion.

Key Terms in this Chapter

Cultural Historical Activity Theory (CHAT): Addresses human activities as they relate to artifacts, shared practices, and institutions. It seeks to understand human activities as complex, socially situated phenomena.

Technology Integration: The incorporation of technology resources and technology-based practices into schools.

E-Learning: The use of technology for learning.

Tool mediation: In activity theory, tools shape the way humans interact with reality. It usually reflects the experiences of other people who have tried to solve similar problems. Tools are created and transformed during the development of the activity itself and carry with them a particular culture—the historical remnants from that development.

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