Micro-PROLOG: programming in logic
Micro-PROLOG: programming in logic
Exploring language with LOGO
Learning with artificial worlds
Context and consciousness: activity theory and human-computer interaction
Context and consciousness: activity theory and human-computer interaction
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Integrated learning systems in the classroom
Computers & Education
Activity theory: A framework for design and reporting on research projects based on ICT
Education and Information Technologies
Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching
Education and Information Technologies
Activity Theory to Investigate the Implementation of ICTE
Education and Information Technologies
Educational Software and Learning: Subversive Use and Volatile Design
HICSS '99 Proceedings of the Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 1 - Volume 1
An activity theory approach to research of ICT integration in Singapore schools
Computers & Education
WikiVet: building a community of practice to support a self-sustaining wiki for veterinary education
International Journal of Web Based Communities
The adoption of e-Learning in corporate training environments: an activity theory based overview
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
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Describing digital technologies as tool, tutor, environment or resource in pedagogical contexts is common, and this paper examines the metaphorical nature of these descriptions and their implications for digitally-based teaching and learning practices. To compare the metaphors, the paper first develops a model of pedagogy derived from Activity Theory. It explores the implications of these metaphors in practical situations by examining a set of 60 digitally-based activities, collected as part of a snapshot survey of a representative sample of maintained schools in England, to draw out their pedagogical characteristics. In conclusion the paper discusses the issues raised by the analysis for the relationship between use of digital technologies and learners' attainments, and the efficacy of the model that has been developed.