Skip to main content

Advertisement

SpringerLink
Log in

Using Activity Theory to Analyse Contradictions in English Teachers’ Technology Integration

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

This paper reports on a qualitative research project investigating the integration of technology by three English teachers in a public secondary school in Indonesia. Third generation activity theory and Engeström and Sannino’s (J Organ Change Manag 24(3):368–387, 2011) methodological framework for the identification and analysis of different types of discursive manifestations of contradictions are used to identify tensions within and between the activity systems of the teachers and school management related to the expectation that teachers make use of the school’s investment in technology. Four types of contradictions are identified: a dilemma related to teachers’ perceived value and use of technology for personal and professional purposes; a conflict focused on the support required for teachers’ technology integration; a conflict related to teachers’ workload and a critical conflict related to the silencing of teachers in decision making. The identification of these contradictions highlights the necessity for policy makers, school leaders, teachers and the research community to work collaboratively to ensure that students have opportunities to use technology for their social, civic and economic well-being.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7

Similar content being viewed by others

References

  • Albion, P. A., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(5), 655–673.

    Article  Google Scholar 

  • Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519–524.

    Article  Google Scholar 

  • Al-Hujran, O., Al-Debei, M., Chatfield, A., & Migdadi, M. (2015). The imperative of influencing citizen attitude toward e-government adoption and use. Computers in Human Behavior, 53, 189–203.

    Article  Google Scholar 

  • Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21–29.

    Article  Google Scholar 

  • Chai, C. S., Koh, E., Lim, C. P., & Tsai, C. C. (2014). Deepening ICT integration through multilevel design of technological pedagogical content knowledge. Journal of Computers in Education, 1(1), 1–17.

    Article  Google Scholar 

  • Cheng, C. K. (2008). The effect of shared decision-making on the improvement in teachers’ job development. New Horizons in Education, 56(3), 31–46.

    Google Scholar 

  • Dexter, S. (2008). Leadership for IT in schools. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 543–554). Boston: Springer.

    Chapter  Google Scholar 

  • Dwyer, D., Ringstaff, C., & Sandholtz, J. (1991). Changes in teachers’ beliefs and practices in technology-rich classrooms. Educational Leadership, 48(8), 45–52.

    Google Scholar 

  • Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for Educational Research Online/Journal für Bildungsforschung Online, 3(1), 75–103.

    Google Scholar 

  • Engeström, Y. (1999a). Expansive visibilization of work: An activity-theoretical perspective. Computer Supported Cooperative Work, 8(1), 63–93.

    Article  Google Scholar 

  • Engeström, Y. (1999b). Innovative learning in work teams: analysing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R. Punamäki-Gitai (Eds.), Perspectives on activity theory (pp. 377–406). Cambridge, UK: Cambridge University Press.

    Chapter  Google Scholar 

  • Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.

    Article  Google Scholar 

  • Engeström, Y. (2011). From design experiments to formative interventions. Theory and Psychology, 21(4), 598–628.

    Article  Google Scholar 

  • Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368–387.

    Article  Google Scholar 

  • Er, E., & Kim, C. (2017). Episode-centered guidelines for teacher belief change toward technology integration. Educational Technology Research and Development, 65(4), 1041–1065.

    Article  Google Scholar 

  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.

    Article  Google Scholar 

  • Ertmer, P., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182.

    Article  Google Scholar 

  • Hall, G. (2010). Technology’s Achilles heel: Achieving high-quality implementation. Journal of Research on Technology in Education, 42(3), 231–253.

    Article  Google Scholar 

  • Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: theory into practice (pp. 154–170). Needham Heights, MA: Allyn and Bacon.

    Google Scholar 

  • Hu, L., & Webb, M. (2009). Integrating ICT to higher education in China: From the perspective of activity theory. Education and Information and Technologies, 14, 143–161.

    Article  Google Scholar 

  • International Society for Technology in Education (ISTE). (2018). Essential conditions. Retrieved from https://urldefense.proofpoint.com/v2/url?u=https-3A__www.iste.org_standards_essential-2Dconditions&d=DwIFaQ&c=vh6FgFnduejNhPPD0fl_yRaSfZy8CWbWnIf4XJhSqx8&r=tr37p-LMKuZcfSC3Gl2yDumEEj4eKb1_KBfWD90OLbA&m=iAtmv9nmFovCWCiINxdHbDMCwPW8wZtIYH01eIKzJg&s=kJUENCfXhZzH-19MbV7UoKZq3SYhMG2wsGf1SFIgzWg&e=.

  • Jamieson-Proctor, R. (2018). Transforming learning with information and communication technologies: Insights from three decades of research. In Research conference 2018 teaching practices that make a difference: Insights from research. Camberwell, Victoria: Australian Council for Education Research (pp. 20–28). https://www.acer.org/files/2018-Research-Conference-Proceedings.pdf.

  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education (CITE Journal), 9(1), 60–70.

    Google Scholar 

  • Lehtinen, A., Nieminen, P., & Viiri, J. (2016). Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education, 16(2), 151–171.

    Google Scholar 

  • Leont’ev, A. N. (1981). Problems of the development of mind. Moscow: Progress.

    Google Scholar 

  • Marwan, A., & Sweeney, T. (2010). Teachers’ perceptions of educational technology integration in an Indonesian polytechnic. Asia Pacific Journal of Education, 30(4), 463–476.

    Article  Google Scholar 

  • Moyle, K. (2006). Leadership and learning with ICT: Voices from the profession. Canberra: Australian Institute for Teaching and School Leadership.

    Google Scholar 

  • Newhouse, P. (2010). School leadership critical to maximising the impact of ICT on learning. Centre for Schooling and Learning Technologies. Paper presented at Australian Computers in Education Conference: Digital Diversity. Melbourne, Victoria, Australia.

  • Prytula, M., & Weiman, K. (2012). Collaborative professional development: An examination of teacher identity through the professional learning community model. Journal of Case Studies in Education, 3, 1–19.

    Google Scholar 

  • Robertson, I. (2008). Sustainable e-learning, activity theory and professional development. Paper presented at the Ascilite conference, 30 November–3 December, Melbourne.

  • Sarafidou, J., & Chatziioannidis, G. (2013). Teacher participation in decision making and its impact on school and teachers. International Journal of Educational Management, 27(2), 170–183.

    Google Scholar 

  • Strudler, N., & Hearrington, D. (2008). Quality support for ICT in schools. In International handbook of information technology in primary and secondary education (pp. 543–554). Boston, MA: Springer.

  • Sweeney, T. (2013). Understanding the use of interactive whiteboards in primary science. Australasian Journal of Educational Technology, 29(2), 217–232.

    Article  Google Scholar 

  • Voogt, J., & Knezek, G. (2018). Rethinking learning in a digital age: Outcomes from EDUsummIT 2017. Technology, Knowledge and Learning, 23, 369–375.

    Article  Google Scholar 

  • Yamagata-Lynch, L. C., & Haudenschild, M. T. (2009). Using activity systems analysis to identify inner contradictions in teacher professional development. Teaching and Teacher Education, 25(2009), 507–517.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Politeknik Negeri Pontianak, Jl. A. Yani, Pontianak, Indonesia

    Ardi Marwan

  2. Flinders University, Bedford Park, SA, Australia

    Trudy Sweeney

Authors
  1. Ardi Marwan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Trudy Sweeney
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ardi Marwan.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Marwan, A., Sweeney, T. Using Activity Theory to Analyse Contradictions in English Teachers’ Technology Integration. Asia-Pacific Edu Res 28, 115–125 (2019). https://doi.org/10.1007/s40299-018-0418-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-018-0418-x

Keywords

Search

Navigation