Activity Theory, Cultural Historical
Activity Theory and Video Analysis
The theoretical lens of
activity theory provided a context to understand and relate the students to their objectives, outcomes, tools, community rules and roles.
Making learning the object: Using cultural historical
activity theory to analyze and organize student teaching in urban high-needs schools.
One of the key propositions of
activity theory is that changes within activity systems are triggered by contradictions--misfits within a given element of the activity system, between different elements within the system, or between different activity systems (Kutti 1996).
ICT for development in the context of the closure of Chernobyl nuclear plant: an
activity theory perspective.
Student-centered learning communities founded upon contemporary theory self-regulated learning, embodied cognition, everyday expertise, and
activity theory were other significant topics that were also discussed in a very readable, understandable style by contributors to this book.
The routine
activity theory analyzes the factors that make a target more attractive (although not exclusively) for criminals and, so, when incorporating this attractiveness in the model we need to account for individual-level characteristics.
By developing the concepts of
Activity Theory through the introduction of a second triangle, "questions of diversity and dialogue between different traditions or perspectives" (Engestrom, 2001, p.
Karanasios presents
activity theory as one approach that may help to address this omission.
Activity theory examines the relationship between the subjects, objects, tools and community (Engestrom, 1998).
An overview of
Activity Theory is then provided, focusing on key elements of an activity system.
Activity theory perspectives on technology in higher education.
Developmental journalism research and studies experimenting with Change Laboratory, which is a process based on cultural-historical
activity theory, are more open to the local interpretations of news workers.
Complexity theory, practice theory and philosophy,
activity theory, actor-network theory are now established as key reference points; communities of practice approaches were much less visible than in the past, indicating they have perhaps run their course.
Using
Activity Theory as a framework they present data from 213 teacher surveys related to their use of and engagement with new technologies.
