Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Anthony, Anika Ball

doi:10.1080/15391523.2012.10782594

Cited by 44 publications

(35 citation statements)

References 34 publications

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“…There was not enough data to analyze if the teachers' beliefs were consistent with their principal's beliefs. When integrating technology into the curriculum, understanding teachers' beliefs has been documented as important consideration for principals when creating expectations and planning professional developments (Anthony, 2012;Hutchison & Reinking, 2011). Research on the consistency between teachers' and principals' beliefs might yield results that could help administrators when implementing new initiatives.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

“…In terms of leadership studies, the leadership skills involved in integrating technology in elementary school have been documented (Anderson & Dexter, 2005;Levin & Schrum;2013;Schrum, Galizio, & Ledesma, 2011;Staples, Pugach, & Himes, 2005). Research has also documented that professional development, teachers' perceptions, and providing ongoing support are critical factors in the integration of technology in classrooms (Anthony, 2012;Bean, 2012;Ertmer & Ottenbreit-Leftwich, 2010;Hutchison & Reinking, 2011;ISTE, 2009;McKenna & Proctor, 2006).…”

Section: Gaps In Researchmentioning

confidence: 99%

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Principals in Title I Schools with Teachers Integrating the New Literacies of Online Reading and Research

Stegman¹

2018

Prairie Journal of Educational Research

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This article examines the instructional leadership characteristics of a principal in a Title I school with classroom teachers integrating new literacies. The two dominant frameworks guiding this study were: instructional leadership and the dual-level theory of New Literacies. This qualitative, case study design included one principal and three teachers in a Title I elementary school Northeast Kansas. The principal in this study created a culture of trust and professional growth through the following actions: goals and expectations were individualized; teachers felt safe to experiment and take risks; resources, encouragement and support occurred; opportunities for ongoing, differentiated professional development were implemented; and opportunities to collaborate.

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Section: Recommendations For Future Researchmentioning

confidence: 99%

Section: Gaps In Researchmentioning

confidence: 99%

Principals in Title I Schools with Teachers Integrating the New Literacies of Online Reading and Research

Stegman¹

2018

Prairie Journal of Educational Research

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“…In terms of leadership studies, the leadership skills involved in integrating technology in elementary school have been documented (Anderson & Dexter, 2005;Levin & Schrum;Schrum, Galizio, & Ledesma, 2011;Staples, Pugach, & Himes, 2005). Research has also documented that professional development, teachers' perceptions, and providing ongoing support are critical factors in the integration of technology in classrooms (Anthony, 2012;Bean, 2012;Ertmer & Ottenbreit-Leftwich, 2010;Hutchison & Reinking, 2011;ISTE, 2009;McKenna & Proctor, 2006).…”

Section: Gaps In Researchmentioning

confidence: 99%

PJER 2(1) Full Issue

2018

Prairie Journal of Educational Research

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Welcome from the Managing EditorsHello, and welcome to the second issue of the Prairie Journal of Educational Research (PJER). After an extended period of submissions, revisions, and an editorial transition, we are excited to present the second issue of the journal. The editors have selected three articles for this volume, exploring the experiences of three doctoral students in different areas of education. English explores the power of Project-based Learning in a high school American History course. Students wrote original histories of the Vietnam War while collectively raising money to fund an Honor Flight for a Vietnam veteran. McCutcheon, Sponberg, Pazmiño, Murry, & Herrera examine the work of a graduate student in exemplifying levels of the Accommodation Readiness Spiral (ARS). Utilizing evidence from the participant, the authors consider how the ARS framework can be utilized in working with culturally and linguistically diverse (CLD) students. Finally, Stegman investigates the role of school leadership in the adoption of new literacies in Title I schools.We would like to thank those who assisted in the creation of this second issue of PJER. Firstly, those who submitted articles for consideration and the authors who showed flexibility and perseverance throughout the review process. Secondly, to the reviewers who gave their time and talents in providing feedback to the authors. The review process ensured the quality of PJER as a journal and assisted the authors, students in the College of Education, in improving their writing. The team at New Prairie Press provided extensive help during the transition, providing quick answers to questions about publication and the web server. Lastly, we would also like thank the previous editorial team, namely Paul Maxfield, in assisting with the transition and providing direction to the new editorial team.A major thanks should be noted to the work of Dr. Kenneth Hughey, who took over executive editorial duties during the transition. Without his time, guidance, and support it is unlikely that the second issue of PJER would have made it to publication.

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“…In his triangle diagram (Figure1), Engeström conceptualizes all human activity as the interaction between seven inseparable and mutually constitutive elements which include subjects, objects, tools, outcomes, communities, division of labour, and rules. These elements present a specific transactional aspect of human activity (Yamagata-Lynch and Haudenschild 2006), driven by a goal orientation that mediates interaction between individuals, groups, and collective motives (Anthony 2012). (Engeström 1987) In the context of this article, the elements of the triangle (Figure 2) represent the various activities involved in the career development of LO teachers.…”

Section: Theoretical Framework: Cultural-historical Activity Theorymentioning

confidence: 99%

Life Orientation teachers' career development needs in Gauteng: Are we missing the boat?

Diale

2016

SAJHE

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The constant changes in the Life Orientation (LO) curriculum in the past two decades has left LO teachers feeling overwhelmed by the complex nature of the subject, thus necessitating an urgent need for their development and enrichment. However, this has become a mammoth task, as indicated in the few studies that have explored LO teachers' career development needs. This article seeks to narrow this gap by addressing the career development needs of LO teachers in the Gauteng Province with the view of enabling them to effectively implement the Life Orientation curriculum. This article is based on a study that employed a qualitative design, which comprised individual and focus group interviews to elicit responses from a purposively selected group of LO teachers. Themes that emerged from the data analysis are, the need for formal training, the need for subject and content knowledge development, the need for support from key stakeholders, the need for resources, and the need for stability in the LO subject. These needs are embedded within the activity theory (AT). The results of this study indicate that an urgency exists to address the LO teachers' career needs in the constantly changing world of work.

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Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Cited by 44 publications

References 34 publications

Principals in Title I Schools with Teachers Integrating the New Literacies of Online Reading and Research

Principals in Title I Schools with Teachers Integrating the New Literacies of Online Reading and Research

PJER 2(1) Full Issue

Life Orientation teachers' career development needs in Gauteng: Are we missing the boat?

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