Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies

Karasavvidis, Ilias

doi:10.1016/j.compedu.2009.03.003

Cited by 90 publications

(58 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…employers). These factors and actors clearly impact school and teacher activities and can lead to a substantial misalignment between what more distant participants envision and what actually takes place in schools (Karasavvidis 2009). Lim and Hang (2003) demonstrate the use of CHAT during a case study using interviews with key actors to identify contradictions that emerge between different levels of the school system.…”

Section: Methodsmentioning

confidence: 99%

A systemic model for differentiating school technology integration

Amiel

Kubota

Wives

2016

Research in Learning Technology

View full text Add to dashboard Cite

School technology integration rarely begins with school or educator choice. It is part of a wider context where external and internal factors have direct influence on the goals and tools that are adopted over time. The objective of this study is to investigate the systemic conditions that contribute or inhibit the development of different activities by teachers making use of new media. We compiled a list of wellknown conditions for technology integration success and mapped these in the historical and culturally bound perspective of activity theory (cultural historical activity theory). We conducted a multiple case study analysis of four schools, public and private. The results point to unique and distinctive scenarios even when homogeneity would be expected, reinforcing the argument that material conditions do not determine pedagogical outcomes nor do they determine changes in practice. Beyond this, the study proposes a methodology that can help elicit tensions in technology integration, pointing to avenues for school development.

show abstract

Section: Methodsmentioning

confidence: 99%

A systemic model for differentiating school technology integration

Amiel

Kubota

Wives

2016

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…Research studies (Jones 2004;Al-Senaidi et al 2009;Karasavvidis 2009;Agyei and Voogt 2011;Prestridge 2012) have reported a number of barriers/obstacles teachers experience in using ICT in their classrooms. These include lack of resource access, inadequate training opportunities, lack of confidence amongst among teachers, paucity of time, insufficient knowledge about integration of ICT in lessons, technical issues, poor administrative support and poor fit with the curriculum.…”

Section: Review Of Literaturementioning

confidence: 99%

Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher’s Perspective

Prasad¹,

Lalitha²,

Srikar³

2015

jmr

View full text Add to dashboard Cite

This study investigates the teachers' perceptions of barriers to using Information and Communication Technology (ICT) in secondary schools in India. Even though the progress of ICT for teaching is growing, very few studies address ICT particularly regarding secondary schools in India. This study has reviewed the existing literature pertaining to ICT in secondary schools and has analyzed barrier factors in relation to secondary schools in India. ISSN 1941-899X 2015 www.macrothink.org/jmr 191 A 10-item questionnaire was administered to 749 secondary school teachers in India. Results from the study shows that lack of funding, lack of ICT integration and lack of connectivity were found to be most critical barriers to the use of ICT in secondary schools. Three barrier-factors were extracted: lack of support, lack of ICT infrastructure and lack of motivation and self belief from factor analysis. Journal of Management Research

show abstract

“…Siyahhan, Barab, & Downton, 2010) or by combining a CHAT meta framework with content analysis (e.g. Karasavvidis, 2009;Van Aalst & Hill, 2006). Undertaking a dialectical analysis of the contradictions that emerge from the interactions of different elements and levels with the system is necessary to do justice to the explanatory power of CHAT (Roth & Lee, 2007).…”

Section: Developing a Chat Framework For Researching Cscl In Educationmentioning

confidence: 99%

The dialectical potential of Cultural Historical Activity Theory for researching sustainable CSCL practices

Timmis

2013

Intern. J. Comput.-Support. Collab. Learn.

View full text Add to dashboard Cite

Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies

Cited by 90 publications

References 15 publications

A systemic model for differentiating school technology integration

A systemic model for differentiating school technology integration

Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher’s Perspective

The dialectical potential of Cultural Historical Activity Theory for researching sustainable CSCL practices

Contact Info

Product

Resources

About