ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions

  • Yasemin Demiraslan Iowa State University
  • Yasemin Koçak Usluel Hacettepe University

Abstract

This study used activity theory to examine complex pedagogical, social, and technological issues in ICT integration process at the classroom level. We identified and analysed the contradictions within the activity system and discussed potential effects, which Engeström called 'expansive learning'. We conducted case studies and collected data through semi-structured interviews, video records and observations. Based on the results we concluded that, along with lack of technology and access, the organisational culture, the changing roles of teachers and students with regard to ICT, inflexible timetable curriculum, support of the school administration, the mediator role of ICT coordinator, and collaboration among the teachers were also imperatives that need to be taken into consideration in ICT integration processes.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Yasemin Demiraslan, Iowa State University
Department of Curriculum & Instruction
Iowa State University
Yasemin Koçak Usluel, Hacettepe University
Department of Computer Education and Instructional Technology
Faculty of Education, Hacettepe University
Published
2008-08-17
How to Cite
Demiraslan, Y., & Usluel, Y. K. (2008). ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions. Australasian Journal of Educational Technology, 24(4). https://doi.org/10.14742/ajet.1204