Using ATF to build an analytic bridge: Two cases of ICT integration Tom Nyvang Aalborg University, Denmark Natalie A. Johnson Iowa State University, U.S.A.

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 e-mailnyvang@hum.aau.dknathom@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