Context and consciousness: activity theory and human-computer interaction
Context and consciousness: activity theory and human-computer interaction
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Urban schools are notoriously "loosely coupled," that is, school practitioners generally operate in isolation from each other, with only tenuous and impersonal connections with school, local, or state administrations. The causes of this range from the social to the structural. The results are obstructive to the possibility of ambitious instruction. One constructive wedge into transforming schools toward ambitious instruction is the development of an enriched information infrastructure that can support teaching and learning in classrooms. Through design research in developing this infrastructure, we stand to learn a great deal about school transformation, and about the design of technologies and social practices to support effective use of information about students.