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Using technology in Higher Education: an Activity Theory perspective
Abstract
Abstract This paper describes the application of Activity Theory to considerations of enhancing learning through the use of technology in Higher Education. The theory is reviewed and its extended version which uses the idea of an activity system to help analyse the use of technology in context described. Two case studies of teaching and learning in Higher Education are described: one exploring the use of ICT in a postgraduate study of science communication and the other a history course using the web to provide a range of resources and communication facilities for students. These two case studies represent different uses of technology in different disciplines and lead to a consideration of how the use of Activity Theory informs understanding of these learning experiences.
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Research works printed but not linked: 11
- Dillenbourg P., 1999, Collaborative learning: computational and cognitive approaches
- Engeström Y., 1987, Learning by Expanding: an Activity Theoretical Approach to Developmental Research
- Issroff K., 2001, Case studies revisited: what can Activity Theory offer? In European Perspectives on Computer‐Supported Collaborative Learning, 316
- Kuutti K., 1996, Context and Consciousness: Activity Theory and Human–Computer Interaction, 17
- Laurillard D., 1993, Rethinking University Teaching a Framework for the Effective Use of Educational Technology
- Nardi B., 1996, Context and Consciousness: Activity Theory and Human–Computer Interaction
- Rzepa H., 1999, Communicating science: professional contexts, 141
- Squires D., 2000, The Changing Face of Learning Technologies
- Vygotsky L., 1978, Mind in Society: the Development of Higher Psychological Processes
- Vygotsky L., 1986, Thought and Language.
- Wolf W., 1996, Communicating Science Professional Contexts, 132
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“AT has been used to study the design and implementation of learning supported by technology (e.g., Barab, Schatz & Scheckler, 2004; Blin, 2004, 2005; Brine & Franken, 2006; Issroff & Scanlon, 2002).”
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Metadata
- Authors
- Isssroff, K., & Scanlon, E.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2002-02-28
- Volume
- 18
- Issue
- 1
- Pages
- 77-83
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W1574152835
- Cited by
- 179
- References
- 0
- FWCI
- 16.03
- Type
- journal article
- Language
- en
- Open access
- closed
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- Isssroff, K., & Scanlon, E. (2002). Using technology in Higher Education: an Activity Theory perspective. Journal of Computer Assisted Learning. https://doi.org/10.1046/j.0266-4909.2001.00213.x
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
