Using ATF to build an analytic bridge: Two
cases of ICT integration
Tom NyvangAalborg University, Denmark
Natalie A. Johnson
Iowa State University, U.S.A.
SITE 2004 Atlanta
OutlinePurposeBackgroundActivity Theory Framework (ATF)The two cases and research methodology Lessons learnedImplications for research and practiceFuture development
PurposeTo use ATF for understanding the challenges, contradictions, and turbulences inevitable when institutions of higher education integrate ICT to change teaching and learning practices.
BackgroundDemand for ICT infusion and integration in teaching & learning ICT integration is not just about ICTChange in one area of an organizational structure impacts changes in other areas Complexity in IHEsSpecific strategies need to be developed
ATF – Activity System
Transformation
process Outcome
Tool
Object Subject
Rules Community Division of labor
Engeström’s (1987) model of the activity system
ATF - Hierarchical Structure of the activity
Activity
Action
Operation
Motive
Goal
Condition
Improve quality and effectiveness of a course.
Implement ICT: Choose ICT, Adapt ICT and change practice.
Make ICT available ect.
Kuuti (1996)
Research Design:Case # 1Context: Danish University, ICT rich curriculum, problem based project pedagogy, integration of groupware-based web-infrastructure to support learning and administration Case design and sample selection
Participatory Action Research
Iterative and expansive development Participants (most prominent): B.A. and M.A. students, University professorsData collection procedureIn-process observation and participation through interviews
and accumulation of log-files
Manually coded, themes inspired by ATF
Research Design:Case # 2
Context: Iowa State UniversityCase study design (Stake, 1995; Yin, 1994)13 participants from 5 locationsData collection procedure
Interviews, document analysis, observations
Manually coded for themes (twice)
Lessons learned - both cases
TurbulencesThe confusion of change: New ways of working and learningChange in leadership
ContradictionsAcademic culture vs. centralization with ICTPersonal initiative and ownership vs. coordinated integration of ICTGoals vs. resourcesPolicy
ChallengesTurning contradictions into driving forcesTimeFounding
Implications for ResearchRigorous research approachThe socio-historical context comes into play
Attention needed to be paid to processes/strategies for integrating ICT Need for development of context sensitive good practice for ICT integration
Implications for PracticeICT integration not a single-shot effort but an ongoing process as new goals, knowledge and ICT emergeAlignment is needed among expectations, student learning, assessment, and course activitiesSustainability is a matter of maintaining strategies for ICT integration
Future development
AFT is useful but we are still some steps away from a theoretical position capturing the full complexity of integration of ICT in learning organizationsThe outcomes of both cases are still being measuredIt would be useful to evaluate the impact of different integration strategies on student learning, curriculum development and organizational development in general
Contact informationFor a full copy of this paper see the proceedings page 126
Or [email protected]@iastate.edu
This presentation http://www.kommunikation.aau.dk/~nyvang/site/
ATF – Activity System
Transformation
process Outcome
Tool
Object Subject
Rules Community Division of labor
Engeström’s (1987) model of the activity system