NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ976472
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-1539-1523
Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration
Anthony, Anika Ball
Journal of Research on Technology in Education, v44 n4 p335-356 Sum 2012
Technology implementation research indicates that teachers' beliefs and knowledge, as well as a host of institutional factors, can influence technology integration. Drawing on third-generation activity theory, this article conceptualizes technology implementation as a network of planning and integration activities carried out by technology specialists, teachers, and administrators. The researcher conducted a case study of a school district's laptop program to examine how district and classroom systems interacted to influence teachers' technology use. Findings suggest that continuous improvement efforts aimed at aligning intersystem linkages can support technology integration. The article discusses implications for technology leadership and technology implementation research. (Contains 4 tables, 2 figures, and 1 footnote.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A