Center for Activity Theory and Developmental Work Research 2000 1 Using Activity Theory to Help...
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Center for Activity Theory and Developmental Work Research 2000 1 Using Activity Theory to Help Teachers Redesign their Practice Yrjö Engeström University of Helsinki Center for Activity Theory and Developmental Work Research
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Transcript of Center for Activity Theory and Developmental Work Research 2000 1 Using Activity Theory to Help...
Center for Activity Theory and Developmental Work Research 2000 1
Using Activity Theory to Help Teachers Redesign their Practice
Yrjö EngeströmUniversity of Helsinki
Center for Activity Theory and Developmental Work Research
Center for Activity Theory and Developmental Work Research 2000 2
The Site
• A Junior High School in Helsinki, Finland
• More than 30% of the students from recent immigrant or refugee families
Center for Activity Theory and Developmental Work Research 2000 3
The Intervention• Change Laboratory: 11 weekly meetings in the fall 1998 and winter 1999
• 26 teachers and research group– analyzed contradictions– constructed a vision – designed concrete steps toward the vision for the activity system of the
school
Center for Activity Theory and Developmental Work Research 2000 4
Focus of this presentation
• One concrete step: putting computers in the corridors for students to use during recess
• Part of improving the physical work environment of the school
Center for Activity Theory and Developmental Work Research 2000 5
Expansive cycle of learning
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Center for Activity Theory and Developmental Work Research 2000 6
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Ethnographic documentation
Ethnographic documentation
Ethnographic documentation
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Center for Activity Theory and Developmental Work Research 2000 7
Fall 1998:
”There is nothing to do…and no place to sit!”
Center for Activity Theory and Developmental Work Research 2000 8
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 9
Students:
”They could put a computer there…
… but it wouldn’t stay there for long”
Center for Activity Theory and Developmental Work Research 2000 10
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 11
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Mirror
MirrorMirror
Ethnographic documentation
Ethnographic documentation
Center for Activity Theory and Developmental Work Research 2000 12
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 13
Novice teacher:
”There were computers in the corridor of my
previous school”
CHANGE LAB SESSION 2
Center for Activity Theory and Developmental Work Research 2000 14
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 15
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Benchmarking and sharpening of contrasts
Benchmarking and sharpening of contrasts
Benchmarking and sharpening of contrasts
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
MirrorMirror
Ethnographic documentation
Ethnographic documentation
Center for Activity Theory and Developmental Work Research 2000 16
”Students use computers
during recess, no problems”
Computer teacher from another Junior High School:
CHANGE LAB SESSION 3
Center for Activity Theory and Developmental Work Research 2000 17
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 18
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Documentation of resistance and innovation
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Documentation of resistance and innovation
Documentation of resistance and innovation
Benchmarking and sharpening of contrasts
Benchmarking and sharpening of contrasts
MirrorMirror
Ethnographic documentation
Ethnographic documentation
Center for Activity Theory and Developmental Work Research 2000 19
Contradiction I:
Apathy vs. Energy
CHANGE LAB SESSION 3
Center for Activity Theory and Developmental Work Research 2000 20
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 21
Contradiction II:
Control vs. Trust
CHANGE LAB SESSION 3
Center for Activity Theory and Developmental Work Research 2000 22
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 23
Contradictions in the activity system
INSTRUMENTS:Control vs. trust
RULES:Schedules andtimetables
COMMUNITY:School
DIVISION OF LABOR:School subjects andgrade levels
SUBJECT:
TeacherOBJECT:
Student as apathetic vs.student as energetic
Center for Activity Theory and Developmental Work Research 2000 24
Teacher:
”It’s not impossible but…”
CHANGE LAB SESSION 9
Center for Activity Theory and Developmental Work Research 2000 25
QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 26
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Documentation of change
Documentation of change
Documentation of change
4. Examiningthe new model
3. Designing anew model
5. Implementingthe new model
6. Reflecting onthe process
7. Consolidating thenew practice
2. Analyzingcontradictions
1. Need state /ethnography
Documentation of resistance and innovation
Documentation of resistance and innovation
Benchmarking and sharpening of contrasts
Benchmarking and sharpening of contrasts
MirrorMirror
Ethnographic documentation
Ethnographic documentation
Center for Activity Theory and Developmental Work Research 2000 27
A year later:
The computers are there!(and so are the sofas)
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QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.
Center for Activity Theory and Developmental Work Research 2000 29
Thank You!
