Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist
Bibliographic Data
| ID | 18998221 |
|---|---|
| Authors | Marcia Håkansson Lindqvist (0000-0001-9557-2164, Mid Sweden University, corresponding author) |
| Year | 2020 |
| Volume | 27 |
| Issue | 4 |
| Pages | 348-359 |
| Publication date | 2020-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Mind Culture and Activity (JOURNAL) |
| Journal identifiers | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10749039.2020.1830113 |
| OpenAlex | W3092793377 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
The use of digital technologies continues to increase in classrooms. For teachers, this involves an increased focus on the task design process for supporting student outcomes when using these technologies. Using the Activity Theory based Evaluation Version of the Activity Checklist as a theoretical framework, this paper explores an exemplary case of the use of the Activity Checklist through the analysis of a classroom task from the perspective of the teacher task design process. The results showed that the Activity Checklist as a framework was fruitful to capture and study the teacher design process as activities, illustrating important aspects in designing tasks for student work. It is concluded that the use of the Activity Checklist may support teachers’ task design processes for motivating and supporting student outcomes related to the use of digital technologies. Further, the use of Activity Checklist can help to identify potential issues in the task design process from the teacher perspective, improve practitioners’ work and in turn provide guiding principles for educational development
Checklist · Cognitive psychology · Knowledge management · Task Analysis · Computer Science · Engineering · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Learning by Expanding
Teacher beliefs and technology integration practices
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning
Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development
Learning in One-to-One Laptop Environments
Technological Pedagogical Content Knowledge
Oversold and Underused
Introduction
Activity Theory as a Framework for Human-Technology Interaction Research
The checklist in the field
Methods & tools
Acting with technology
Possibilities and challenges for TEL from a student perspective through the uptake and use of digital technologies in a 1
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |