The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
Mundane tool or object of affection?: the rise and fall of the Postal Buddy
Context and consciousness
Computers in the classroom: mindtools for critical thinking
Computers in the classroom: mindtools for critical thinking
Splitting Clips and Telling Tales: Students Interactions with Digital Video
Education and Information Technologies
Integrating ICT to higher education in China: From the perspective of Activity Theory
Education and Information Technologies
An implementation of an mLearning scenario using short text messaging: an analysis and evaluation
International Journal of Mobile Learning and Organisation
Integrating ICT into College English: An implementation study of a national reform
Education and Information Technologies
PKAW'12 Proceedings of the 12th Pacific Rim conference on Knowledge Management and Acquisition for Intelligent Systems
Emerging Trends and Technologies for Enhancing Engineering Education: An Overview
International Journal of Information and Communication Technology Education
A collaborative agent architecture with human-agent communication model
CAVE'12 Proceedings of the First international conference on Cognitive Agents for Virtual Environments
Use of blogs in pre-service teacher education to improve student engagement
Computers & Education
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This paper explains how activity theory is used as a framework to study the information and communication technologies (ICT) integration processes in Singapore schools, both from the sociocultural and pedagogical perspectives. The research study addresses the pertinent question of 'How has ICT been integrated in Singapore schools such that students engage in higher order thinking?' Taking activity system as a unit of analysis, the study documents the processes by which activities shape and are shaped by their different levels of context. Such a framework guides the study by documenting and describing the activity systems within and across schools and classrooms, with the integral contextual understanding of how larger entities such as policymakers have on them. This understanding is particularly critical to education research where the object of its inquiry is not simply knowledge, but useable knowledge.