An Activity Theoretical Perspective towards the Design of an ICT-Enhanced After-School Programme for Academically At-Risk Students

Autor/inn/en	Tay, Lee Yong; Lim, Cher Ping
Titel	An Activity Theoretical Perspective towards the Design of an ICT-Enhanced After-School Programme for Academically At-Risk Students
Quelle	In: Educational Media International, 47 (2010) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Virtual Classrooms; Social Environment; Information Technology; At Risk Students; Elementary School Students; Games; Learner Engagement; Student Motivation; Case Studies; Teacher Researchers; Foreign Countries; Interviews; Student Attitudes; Instructional Effectiveness; Educational Technology; Internet; Instructional Design; Computer Uses in Education; Electronic Learning; Multimedia Instruction; Computer Mediated Communication; After School Programs; Computer Simulation; Synchronous Communication; Singapore + Suchen Sie Ihr Suchwort? Soziales Umfeld; Informationstechnologie; Game; Spiel; Spiele; Schulische Motivation; Case study; Fallstudie; Case Study; Lehrerforschung; Ausland; Interviewing; Interviewtechnik; Schülerverhalten; Unterrichtserfolg; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computernutzung; Multimediales Lernen; Computerkonferenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Computergrafik; Computersimulation; Singapur
Abstract	This paper examines how a game-like 3D Multi-User Virtual Environment (MUVE), Quest Atlantis (QA), is used in an after-school programme to engage a group of 14 academically at-risk primary students in their learning. It adopts an activity theoretical perspective to identify the disturbances and contradictions during the implementation of the after-school programme. Based on the analysis of these disturbances and contradictions, the main findings highlight: (1) the importance of the less visible social mediators--the rules, community, and division of labour--in the programme; (2) the pivotal role of the teacher; and (3) the role of QA as both a tool and an object to the students. The findings suggest the importance of the social context where information and communication technology (ICT) is used and the possible use of its engaging elements to first extrinsically motivate these students in their learning. (Contains 1 table and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10