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Activity theory as an analytic tool: The process of implementation from the perspective of teachers in one school district.

机译：活动理论作为一种分析工具：从一个学区的教师角度出发的实施过程。

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摘要

Student achievement continues to be a critical factor in education, yet many schools are falling behind in this endeavor. Schools have implemented various technology-related programs to increase student academic achievement. One such program, Enhancing Education Through Technology (EETT), is designed to assist every student in becoming technologically literate by the end of 8th grade and to encourage the effective integration of technology through professional and curriculum development. Implementation assessment standards and reported experiences vary greatly among schools, districts, and states.; The purpose of the study was to understand the process of the implementation of an innovation, specifically the EETT grant project, at 4 middle schools in Grove Unified School District using activity theory as an analytical framework and 3 informant groups as data sources. Three research questions that relate to activity theory were developed from the literature studied and reported in chapter 2.; The first question sought to ascertain the individual informants' perceived roles in the community. The second examined the activities of the informants, and the third question was designed to learn what motivated informants as they engaged in the implementation process while integrating themselves into the community.; Each informant group was analyzed separately, and the data were aggregated in order to describe how the system reacts when a technology innovation is assimilated and to determine how the system acted on the informants. This study deals specifically with the teachers, however, data are combined to provide a holistic view of the implementation process using the framework provided by activity theory to tell the story of each school.; Results indicate that within the school district studied there was little dialogue amongst and within the 3 informant groups at each school, and there was virtually no dialogue between schools. Activity theory was particularly useful for this study as tensions were rampant in 2 of the schools and application of the analytical framework led to possible answers to larger issues in the system.
机译：学生的学习成绩仍然是教育中的关键因素，但是许多学校在这项工作中落后了。学校已经实施了各种与技术相关的计划，以提高学生的学习成绩。这样的计划之一就是“通过技术加强教育（EETT）”，旨在帮助每个学生在八年级结束前掌握技术知识，并通过专业和课程开发鼓励技术的有效整合。实施评估标准和报告的经验在各学校，地区和州之间差异很大。这项研究的目的是了解格罗夫统一学区的4所中学，以活动理论为分析框架，以3个信息提供者为数据源，实施创新，特别是EETT资助项目的过程。在第二章中研究和报道了与活动理论有关的三个研究问题。第一个问题试图确定个人线人在社区中的感知角色。第二个问题调查了举报人的活动，第三个问题旨在了解在促使自己融入社区的过程中，哪些动机促使举报人参与实施过程。每个告密者组分别进行了分析，并对数据进行汇总，以描述在吸收技术创新后系统如何做出反应并确定系统如何对告密者采取行动。这项研究专门针对教师，但是，使用活动理论提供的框架来讲述每所学校的故事，将数据进行组合以提供对实施过程的整体看法。结果表明，在所研究的学区之内，每所学校的3个信息提供者组之间和内部几乎没有对话，而学校之间几乎没有对话。活动理论对这项研究特别有用，因为其中两所学校的紧张局势十分普遍，分析框架的应用导致系统中更大问题的可能答案。

著录项

  • 作者

    Murphy, Jennifer L.;

  • 作者单位

    Pepperdine University.;

  • 授予单位 Pepperdine University.;
  • 学科 Education Technology.; Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;
  • 关键词

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