An activity theory approach to research of ICT integration in Singapore schools

Lim, Cher Ping; Hang, David

doi:10.1016/s0360-1315(03)00015-0

Cited by 117 publications

(81 citation statements)

References 2 publications

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“…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. A similar methodology was used by Demiraslan and Usluel (2008), who investigated ICT integration in two schools using the perspective of teachers as a starting point in identifying relations and contradictions in different school activity systems.…”

Section: Methodsmentioning

confidence: 99%

A systemic model for differentiating school technology integration

Amiel

Kubota

Wives

2016

Research in Learning Technology

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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.

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Section: Methodsmentioning

confidence: 99%

A systemic model for differentiating school technology integration

Amiel

Kubota

Wives

2016

Research in Learning Technology

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“…This was a far-reaching perspective, developed long before today's technological capabilities expanded the possibilities we see today. Studies on activity theory in education have been growing (Levy, 2008;Lim & Hang, 2003;Mlitwa, 2007;Scanlon & Issroff, 2005), as well as in the area of system design (Mwanza, 2001), and in the use of mobile devices in workplace settings (Marken, 2006).…”

Section: Theoretical Foundations and Definitionsmentioning

confidence: 99%

Making Mobile Learning Work: Student Perceptions and Implementation Factors

Tabor

2016

JITE:IIP

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Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today's smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A crossdisciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

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“…While not applying the framework in its entirety, the study drew on the principles of tool mediation and contradiction (or tension Á Dippe 2006;and resistance Á Lim and Hang 2003), to investigate why attempts to engage students more interactively in the workshops and labs, and move teaching practice towards more constructive, student-centred pedagogical models, were largely unsuccessful. Activity Theory has been frequently used to examine the mediating influence of technologies on environments, systems and programmes (Benson, Lawler, and Whitworth 2008;Hardman 2005;Lim and Hang 2003;Rodriguez-Manzanares 2007, 2008). However, as Lim and Hang (2003) comment, its potential is much wider than this, allowing ''one to observe the actual processes by which activities shape and are shaped by their context'' (p. 51).…”

Section: Analytical Frameworkmentioning

confidence: 99%

“…Activity Theory has been frequently used to examine the mediating influence of technologies on environments, systems and programmes (Benson, Lawler, and Whitworth 2008;Hardman 2005;Lim and Hang 2003;Rodriguez-Manzanares 2007, 2008). However, as Lim and Hang (2003) comment, its potential is much wider than this, allowing ''one to observe the actual processes by which activities shape and are shaped by their context'' (p. 51). This notion of ''contextual effect'' was particularly valuable to this study, as it provided a lens through which to observe and analyse how students reacted to the advent of the videoconference workshops and labs, and constructed their perception of their effectiveness and value.…”

Section: Analytical Frameworkmentioning

confidence: 99%

Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges

Falloon

2012

Research in Learning Technology

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This research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students' perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and timeconsuming, and that scientists' efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students.

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An activity theory approach to research of ICT integration in Singapore schools

Cited by 117 publications

References 2 publications

A systemic model for differentiating school technology integration

A systemic model for differentiating school technology integration

Making Mobile Learning Work: Student Perceptions and Implementation Factors

Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges

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