Using activity theory as an analytic lens for examining technology professional development in schools

Mind, Culture, and Activity

Volumn 10, Issue 2, 2003, Pages 100-119

  Yamagata Lynch, Lisa C ^a  

^a UNIVERSITY OF UTAH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745630018     PISSN: 10749039     EISSN: 15327884     Source Type: Journal    
DOI: 10.1207/S1532-7884MCA1002_2     Document Type: Article

References (38)

1. Barab, S. A., Barnet, G. M., Yamagata-Lynch, L. C., Squire, K.,&Keating, T. (2002). Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity, 9,76-107
2. Bush, G. W. (2001). No child left behind [Government proposal]. Washington, DC: U.S. Department of Education
3. Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J. Wertsch (Ed.), Culture, communication, and cognition (pp. 146-161). New York: Cambridge University Press
4. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press
5. Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). New York: Cambridge University Press
6. Cuban, L. (1986). Teacher and machines: The classroom use of technology since 1920.NewYork: Teacher College Press
7. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813-834
8. Davidson, J., McNamara, E., & Grant, C. M. (2001). Electronic networks and systemic school reform: Examining the diverse roles and functions of networked technology in changing school environments. Journal of Educational Computing Research, 25, 441-454
9. Davydov, V. V. (1999). The content and unsolved problems of activity theory. In Y. Engeström, R. Miettinen, & R.-L. Punamaki (Eds.), Perspectives on activity theory (pp. 39-52). New York: Cambridge University Press
10. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy
11. Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 64-103). New York: Cambridge University Press
12. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). New York: Cambridge University Press
13. Engeström, Y.,&Middleton, D. (1996). Introduction: Studying work as mindful practice. In Y. Engeström&D. Middleton (Eds.), Cognition and communication at work (pp. 1-14). New York: Cambridge University Press
14. Engeström, Y., & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen, & R.-L. Punamaki (Eds.), Perspectives on activity theory (pp. 1-16). New York: Cambridge University Press
15. Fishman, B. J.,&Pinkard, N. (2001). Bringing urban schools into the information age: Planning for technology vs. technology planning. Journal of Educational Computing Research, 25(1), 63-80
16. Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching schooling, and literate discourse. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175-205). New York: Cambridge University Press
17. Holland, P. E. (2001). Professional development in technology: Catalyst for school reform. Journal of Technology and Teacher Education, 9, 245-267
18. Hutchins, E. (1993). Learning to navigate. In S. Chaiklin&J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 35-63). New York: Cambridge University Press
19. Ishler, A. L., Johnson, R. T., & Johnson, D. W. (1998). Long-term effectiveness of a statewide staff development program on cooperative learning. Teaching and Teacher Education, 14, 273-281
20. Kozulin, A. (1996). Vygotsky in context. In A. Kozulin (Ed.), Thought and language (pp. xi-lvi). Cambridge, MA: MIT Press
21. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 17-44). Cambridge,MA:MITPress
22. Lave, J. (1988). Cognition in practice. New York: Cambridge University Press
23. Leont'ev, A. N. (1974). The problem of activity in psychology. Soviet Psychology, 13(2), 4-33
24. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage
25. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education (2nd ed.). San Francisco: Jossey-Bass
26. Nardi, B. A. (1996). Activity theory and human-computer interaction. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 1-16). Cambridge, MA: MIT Press
27. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press
28. Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon, D. Kuhn,&R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (pp. 679-744). New York: Wiley
29. Schoenfeld, A. H. (1992). On paradigms and methods: What do you do when the ones you know don't do what you want them to? Issues in the analysis of data in the form of videotapes. The Journal of the Learning Sciences, 2, 179-214
30. Schofield, J. W. (1995). Computers and classroom culture. New York: Cambridge University Press
31. Scribner, S. (1997). A sociocultural approach to the study of mind. In E. Toback, R. J. Flamagne, M. B. Parlee, L. M. W. Martin, & A. S. Kapelman (Eds.), Mind and social practice: Selected writings of Sylvia Scribner (pp. 266-280). New York: Cambridge University Press
32. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage
33. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press
34. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press
35. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press
36. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press
37. Wertsch, J. V., Del Rio, P.,&Alvarez, A. (1995). Sociocultural studies: History, action, and mediation. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 1-34). New York: Cambridge University Press
38. Wertsch, J. V., Tulviste, P.,&Hagstrom, F. (1993). A sociocultural approach to agency. In E. A. Forman, N. Minick,&C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 336-356). New York: Oxford University Press