Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Autor/in	Anthony, Anika Ball
Titel	Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration
Quelle	In: Journal of Research on Technology in Education, 44 (2012) 4, S.335-356 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Technology Integration; Educational Technology; School Districts; Systems Approach; Alignment (Education); Teacher Behavior; Middle Schools; Rural Schools; Specialists; Laptop Computers; Computer Assisted Instruction; Program Implementation; Classroom Techniques; Teaching Methods; Educational Strategies; Educational Policy; Observation; Content Analysis; Leadership Effectiveness; Leadership Role; Constructivism (Learning); Case Studies; Longitudinal Studies; Qualitative Research; Semi Structured Interviews; Technology Planning + Suchen Sie Ihr Suchwort? Unterrichtsmedien; School district; Schulbezirk; Systemischer Ansatz; Teacher behaviour; Lehrerverhalten; Middle school; Mittelschule; Mittelstufenschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Laptop computer; Laptop; Computer; Digitalrechner; Computer based training; Computerunterstützter Unterricht; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Politics of education; Bildungspolitik; Beobachtung; Inhaltsanalyse; Führungseffizienz; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung
Abstract	Technology implementation research indicates that teachers' beliefs and knowledge, as well as a host of institutional factors, can influence technology integration. Drawing on third-generation activity theory, this article conceptualizes technology implementation as a network of planning and integration activities carried out by technology specialists, teachers, and administrators. The researcher conducted a case study of a school district's laptop program to examine how district and classroom systems interacted to influence teachers' technology use. Findings suggest that continuous improvement efforts aimed at aligning intersystem linkages can support technology integration. The article discusses implications for technology leadership and technology implementation research. (Contains 4 tables, 2 figures, and 1 footnote.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10