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ERIC Number: EJ780944
Record Type: Journal
Publication Date: 2007-Oct
Pages: 34
Abstractor: Author
Reference Count: 51
ISSN: ISSN-1050-8406
Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research from a Cultural-Historical Activity Theory (CHAT) Framework
Yamagata-Lynch, Lisa C.
Journal of the Learning Sciences, v16 n4 p451-484 Oct 2007
Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-Historical Activity Theory (CHAT) can inform design-based research practices that focus on understanding activity in real-world situations. I provide a sample data set with activity systems analyses of a yearlong teacher professional development program designed to foster technology integration into rural Indiana schools. I present the analytical dilemmas I faced while maintaining trustworthiness in the qualitative data analysis. Through the sample data analysis, I demonstrate how the school-wide technology reform initiative affected and was affected by classroom-based teacher technology implementation projects. Additionally, I introduce the theoretical findings from the data analyses that contribute to further development in activity systems analysis. (Contains 1 table, 1 footnote and 9 figures.) [Additional funding for this article was supported by the Ackerman Family Foundation. A version of this article was presented at the 2002 biannual meeting of the International Conference of the Learning Sciences.]
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Arthur Vining Davis Foundations, Jacksonville, FL.
Authoring Institution: N/A
Identifiers - Location: Indiana