Using Activity Theory and its Principle of Contradictions to Guide Research in Educational Technology

Autor/inn/en	Murphy, Elizabeth; Rodriguez-Manzanares, Maria A.
Titel	Using Activity Theory and its Principle of Contradictions to Guide Research in Educational Technology
Quelle	In: Australasian Journal of Educational Technology, 24 (2008) 4, S.442-457 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Educational Technology; Information Technology; Technology Integration; Questionnaires + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Informationstechnologie; Fragebogen
Abstract	This paper describes how activity theory (AT) and its principle of contradictions may be relied on to guide research in educational technology. The paper begins with a theoretical overview of AT and of its principle of contradictions. It follows with a synthesis of studies that have used AT as a lens to study information and communication technologies (ICTs) in educational contexts. We analyse educational technology studies that have focused on contradictions in terms of their underlying assumptions, research questions, approaches to analysis, findings, and implications. The lens of AT and contradictions provides a versatile tool to inquire into various aspects of educational technology use, taking into account individual and institutional perspectives as well as evolution over time. AT and its principle of contradictions provide insights into how transformation may occur with use of ICTs in educational contexts. (Contains 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10