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Why hasn't technology disrupted academics' teaching practices? Understanding resistance to change through the lens of activity theory

机译：为什么技术没有破坏学者的教学实践？通过活动理论的角度了解变革的阻力

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The advent of the Internet heralded predictions that e-learning would transform and disrupt teaching practices in higher education. E-learning also promised to expand opportunities for lifelong and flexible learning, and offered a panacea for practical issues such as decreased funding and increasing student numbers. The anticipated disruption to teaching and learning has not come to fruition however. Although technology is now common place in most higher education institutions - most institutions have invested in a virtual learning environment (VLE) and employ staff dedicated to supporting e-learning - there is little evidence of significant impact on teaching practices and current implementations are accused of being focused on improving administration and replicating behaviourist, content-driven models. This paper discusses a preliminary analysis, rooted in Activity Theory, of the transformation of teaching practices, which did or did not take place in our university following the institution-wide deployment of a VLE. In particular, factors limiting a full uptake of the VLE more advanced functionalities by the wider university community are explored.
机译：互联网的出现预示着电子学习将改变和破坏高等教育教学实践的预测。电子学习还有望扩大终身学习和灵活学习的机会，并为解决实际问题提供了灵丹妙药，例如减少资金投入和增加学生人数。然而，教学和学习的预期中断尚未实现。尽管技术现在在大多数高等教育机构中很普遍-大多数机构都投资了虚拟学习环境（VLE）并聘用了专门支持电子学习的人员-几乎没有证据表明对教学实践有重大影响，并且目前的实施被指责为专注于改善管理和复制行为导向，内容驱动的模型。本文讨论了根植于活动理论的对教学实践转变的初步分析，这种转变在我们的大学在全校范围内部署VLE之后是否发生过。尤其是，探索了限制更广泛的大学社区完全采用VLE和更高级功能的因素。

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