Artifacts, Tools, and Classrooms

McDonald, Geraldine; Le, Huong Thi; Higgins, Joanna; Podmore, Valerie N.

doi:10.1207/s15327884mca1202_3

Cited by 48 publications

(27 citation statements)

References 9 publications

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“…Vygotsky (1978) saw language as a psychological tool (i.e., a psychological tool as contrasted with material tools). Recent research also demonstrates the importance of mediation of material tools and artefacts for learning and teaching, in studies of young children and of older students, across a range of cultural contexts (McDonald, Le, Higgins & Podmore, 2005).…”

Section: Photo 3: Tools and Artefacts: Group Workmentioning

confidence: 99%

Samoan Language and Cultural Continuity at an Early Childhood Centre of Innovation

Podmore

Tapusoa

Taouma

2016

Waikato Journal of Education

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Section: Photo 3: Tools and Artefacts: Group Workmentioning

confidence: 99%

Samoan Language and Cultural Continuity at an Early Childhood Centre of Innovation

Podmore

Tapusoa

Taouma

2016

Waikato Journal of Education

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“…The distinction between primary, secondary and tertiary artifacts has become popular and is useful for conceptualising both the way in which culture is used and propagated (McDonald, Le, Higgins & Podmore, 2005).…”

Section: Cultural Psychological Approach To Resourcesmentioning

confidence: 99%

Using Resources: Conceptualizing the Mediation and Reflective Use of Tools and Signs

Gillespie

Zittoun

2010

Culture & Psychology

134

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The idea that culture comprises resources which are used has become a popular means to re-conceptualise the culture-agency antinomy. However, the theorisation of using resources is fragmented. The present article reviews several attempts to theorise resources, arguing that there has been too much focus upon the resources themselves while the notion of use has been neglected. Focusing upon mode of use, as opposed to the resources used, the article underscores the importance of distinguishing between tools, which are used to act upon the world, and signs, which are used to act upon the mind. The article also argues for a distinction between non-reflective use, or mediation, and reflective use of resources. Future research should focus upon the transformation of tools into signs and the transformation of mediation into reflective use. The article concludes by discussing problematic issues which remain in conceptualising the use of resources

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“…This modest publication developed into the journal Mind, Culture and Activity and Michael Cole established the xmca electronic list for discussion of papers from the journal. New Zealanders have been published in Mind, Culture and Activity (McDonald et al 2005) and some, including the late Professor Graham Nuttall, have become members of the xmca list. New Zealanders have also attended conferences of the International Society for Cultural and Activity Research (ISCAR).…”

Section: Globalization In Practicementioning

confidence: 99%

Cultural studies of science education

Higgins

McDonald

2008

Cult Stud of Sci Educ

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In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field. Executive Summary (Māori)E ai ki a Stetsenko he huhua tonu nga huarahi hei rapu māramatanga o ngā awenga o ngā tikanga ki ngā ahurea me te whanaketanga o te hunga tangata, i te nuinga o te wā kua herea ngatahi ēnei tūāhuatanga ki ngā wawata kia tika ngā tikanga, kia whai tikanga orite hoki. Ka kitea e ia kei wīwī, kei wāwā te tirohanga o ngā tāngata e aro ki ngā āhuatanga o te ahurea me ngā tikanga ki to te tirohanga o ngā tāngata e tū ngātahi ai ki te aro pū noa ana ki ngā āhuatanga o te roro, ki ngā tukanga taketake me te whanaketanga o ngā koiora hei whakamārama he aha tēnei mea te hinengaro. Ko tāna, ka wero atu ēnei whakamārama-tanga whāiti ki ngā tirohanga ahurea me ngā tikanga. Kua whakamāoritia te whakapae ahurea me ngā tikanga e tēnā iwi, e tēnā iwi, e tēnā iwi puta noa i te ao i runga anō i ō rātou ake tirohanga nō ā rātou ake papakāinga. I te whakaae mātou ki ngā whakapae o Stetsenko kia kōkiri i te kaupapa nei, a i kitea e mātou kāore anō mātou kia mōhio mārika i pēhea te kaupapa whakapae o Vygotsky i tae mai i Aotearoa nei, a, he aha tōnā tūnga i tēnei wā, kua pēhea te whakamahi.Ina ka tātari i ngā pukapuka e rua e pā ana ki te whanaketanga o te hunga tangata, ka kitea i te taenga atu ki ngā tau 1970 kua waihotia ngā whakapae o Piaget kia aro kē ki ngā whakapae ahurea me ōna tikanga, kua ara atu i ngā whakaaro o te UK, kua ara mai ki ngā kaupapa neo-Vygotskyan nō te US. I tonoa mai mātou ki ētahi tōhunga kua mahi rangahau e pā ana ki ngā whakapae ahurea me ngā tikanga kia whakamarama mai ki a mātou i pēhea rātou i ako e pā ana ki a Vygotsky. Ko tētahi o ngā take nui kua tutaki rātou ki te whakapae ahurea me ngā tikanga ko a rātou haerenga ki rāwāhi ako ai. Kua puta mai a Mind in Society hei puna nui hei whakamārama i ngā āhuatanga o ngā tikanga me ngā ahurea.I tae mai ngā tāngata kua whakamāoritia ngā mahi o Vygotsky ki Aotearoa nei. Nō reira i rongonui ai ngā mahi o ngā tāngata pērā i a Michael Cole, James Wertsch, Jaan Valsiner, rātou ko Barbara Rogoff. I whakaako ētahi āhuatanga o ngā mahi o Vygotsky i roto i ngā wānanga whakaako, i mahi hoki hei tūāpapa mō ngā tuhinga whakapae, pērā i ngā tuhinga whakapae e pā ana ki te r...

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Artifacts, Tools, and Classrooms

Cited by 48 publications

References 9 publications

Samoan Language and Cultural Continuity at an Early Childhood Centre of Innovation

Samoan Language and Cultural Continuity at an Early Childhood Centre of Innovation

Using Resources: Conceptualizing the Mediation and Reflective Use of Tools and Signs

Cultural studies of science education

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