Tool, tutor, environment or resource: Exploring metaphors for digital technology and pedagogy using activity theory

Stevenson, Ian

doi:10.1016/j.compedu.2007.09.001

Cited by 43 publications

(19 citation statements)

References 18 publications

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“…Stevenson (2008) Şekil 1'de belirtilen bu kristalik yapıdan kesit alarak aynı yapının eşdeğerini oluşturmuştur. Kesit ifadesi ile belirtilmek istenen, etkinlik kuramı şekline farklı bir konumdan bakarak sürecin yorumlanmasıdır.…”

Section: şEkil 1 Bi̇t Entegrasyonu Etkinlik Sistemiunclassified

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Understanding ICT Integration into Instructional Processes within the Scope of Activity System Theory: A Case Study

İzmirli

2015

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Araştırmada bir meslek lisesi öğretmenlerinin öğretim etkinliklerine BİT'i entegre etme durumları; okul müdürü, öğrenci ve BİT araçları çerçevesinde betimlenmeye çalışılmıştır. Bütüncül tek durum çalışması olarak desenlenen çalışmada, analiz birimi olarak etkinlik kuramı kullanılmıştır. Dört öğretmen, 106 lise öğrencisi ve bir okul müdürü ile gerçekleştirilen çalışmada gözlem, yarı yapılandırılmış görüşme ve anketlerle veriler toplanmıştır. Araştırma verileri etkinlik sisteminden alınan bir kesit çerçevesinde analiz edilmiştir. Etkinlik sistemi kesiti bağlamında özne, topluluk, araç ilişkisi hedef durum kapsamında analiz edilmiştir. Araştırmada öğretmenin, öğretim etkinliklerine BİT entegrasyonunu, sürecin diğer paydaşlarından bağımsız olarak sürdürdüğü belirlenmiştir. Diğer paydaşların ise rollerini gerçekleştirmedikleri hatta rollerine ilişkin farkındalıklarının olmadığı ortaya çıkmıştır. Ayrıca öğretmenler arasında da BİT entegrasyonu uygulamalarında farklılıklar belirlenmiştir. BİT entegrasyonuPaydaş rolleri Etkinlik kuramıDurum çalışması

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Section: şEkil 1 Bi̇t Entegrasyonu Etkinlik Sistemiunclassified

“…Analiz birimlerinin daha net anlaşılabilmesi için etkinlik sisteminin aynı unsurlarının beşgen yapıda sunulması (Stevenson, 2008).…”

Section: şEkil 1 Bi̇t Entegrasyonu Etkinlik Sistemiunclassified

Understanding ICT Integration into Instructional Processes within the Scope of Activity System Theory: A Case Study

İzmirli

2015

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“…Rules mediate the activity of the subject within the community, which could constrain but also enable certain actions and operations [32], [74].…”

Section: Rulesmentioning

confidence: 99%

The adoption of e-Learning in corporate training environments

Henneke

Matthee

2012

Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference

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E-Learning can be described as instruction that is delivered using computer and communication technology, and its potential to liberate learners from the limitations of other forms of learning is uniformly acknowledged. However, there is surprisingly high resistance to e-Learning in corporate training environments. The purpose of this study is to examine the literature on factors that may contribute to this resistance, also in South Africa.We present the corporate e-Learning environment as an activity system and analyse existing adoption literature using the six elements of Activity Theory. In this way, a holistic understanding is obtained of contributing factors towards adoption of e-Learning in corporate environments.

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“…Definitions above are all related to different perspectives of pedagogies, although all definitions are explaining the 'science of teaching' (Simon, 1999;Stevenson, 2008). However, the researcher defined pedagogy as a combination of significant aspects including: Delivery Medium, Design structure, Learning theories, Facilitation method, Knowledge construction, Context, Engagement mode, and feedback style.…”

Section: What Is Pedagogy?mentioning

confidence: 99%

Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

Sajadi¹,

Khan²

2014

10.5267/j.msl

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This paper presents an investigation on the theory of constructivism applicable for learners with learning difficulties, specifically learners with Attention Deficit Hyperactivity Disorder (ADHD). The primary objective of this paper is to determine whether a constructivist technology enhanced learning pedagogy could be used to help ADHD learners cope with their educational needs within a social-media learning environment. Preliminary work is stated here, in which we are seeking evidence to determine the viability of a constructivist approach for learners with ADHD. The novelty of this research lies in the proposals to support ADHD learners to overcome their weaknesses with appropriate pedagogically sound interventions. As a result, a framework has been designed to illuminate areas in which constructivist pedagogies require to address the limitations of ADHD learners. An analytical framework addressing the suitability of a constructivist learning for ADHD is developed from a combination of literature and expert advice from those involved in the education of learners with ADHD. This analytical framework is married to a new model of pedagogy, which the authors have derived from literature analysis. Future work will expand this model to develop a constructivist social network-based learning and eventually test it in specialist schools with ADHD learners.

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Tool, tutor, environment or resource: Exploring metaphors for digital technology and pedagogy using activity theory

Cited by 43 publications

References 18 publications

Understanding ICT Integration into Instructional Processes within the Scope of Activity System Theory: A Case Study

Understanding ICT Integration into Instructional Processes within the Scope of Activity System Theory: A Case Study

The adoption of e-Learning in corporate training environments

Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

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