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Activity Theory for E-portfolio Research

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How my reseActivity Theory to study aspects of the sustained curricular adoption of e-portfolios in Secondary Schools.

How my reseActivity Theory to study aspects of the sustained curricular adoption of e-portfolios in Secondary Schools.

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  • Full Name Full Name Comment goes here.
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  • Hi Travis,
    I am currently doing a similar study like yours but to university undergraduate students. I am exploring the use of Activity Theory as well as a lens to construct the framework for my research. Hope to link with you more on this matter.
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  • “… affordance offers a distinctive perspective on the use of ICT in education, because of its focus on possibilities for action” (Hammond, 2009).Learner’s use of OPSNS’ softwareaffordances’ will be studied at operational, tactical and strategic levels to understand: 1. what they use;2. whether they meet the actions, goals and outcomes desired in the educators’ e-portfolio curricula.
  • Sustainedadoption of an ITC-based curriculum innovation is only possible with buy-in from the department, the school and IT (support).
  • The Activity Theory pedagogical perspective focuses on a High School’s Staff, their curricula, learning/teaching resources and influence (using associators).This perspective highlight several concerns: Visual Arts Educators “must” draw on third-parties to launch and, potentially, sustain OPSNS curricula. DOE policy does not define ICT proficiency clearly. Nor does it include it in an ICT framework. Visual Arts Educators may lack the time to secure buy-in from their department. Educators have varied drivers for adopting e-portfolios. This framework may need to be modified for the public school. In the absence of other examples, what is the value of adopting a new medium into curricula? Keen learners could derive the most value out-of-class, though “out-of-class “ is not defined in the curriculum statement.
  • The Activity Theory pedagogical perspective focuses on a High School’s Staff, their curricula, learning/teaching resources and influence (using associators).This perspective highlight several concerns: Visual Arts Educators “must” draw on third-parties to launch and, potentially, sustain OPSNS curricula. DOE policy does not define ICT proficiency clearly. Nor does it include it in an ICT framework. Visual Arts Educators may lack the time to secure buy-in from their department. Educators have varied drivers for adopting e-portfolios. This framework may need to be modified for the public school. In the absence of other examples, what is the value of adopting a new medium into curricula? Keen learners could derive the most value out-of-class, though “out-of-class “ is not defined in the curriculum statement.
  • The school organization perspective focuses on physical, financial and human resources.Schools management’s goals are to: - Maximize value from an ICT investment.- Prove the value of parents’ educational investment.- Be a sustainable organisation.Visual Arts Department’s new curricula must assist in showing the value of the school’s ICT investment.
  • The technological perspective focuses on staff, influence, hardware and software. A school’s IT support aims for:- stability and scalability, standards and protocols, realizing value from the ICT investment.As a non-core IT activity, Visual Arts Department’s new curricula must not burden the IT Department with many demands on its often stretched resources.
  • Interaction of these groups allows people to understand what happens in the “other world”.These three perspective have different foci.

Activity Theory for E-portfolio Research Presentation Transcript