Expansive Cycles of Technology Integration in Independent South African Schools
Susanna Vos, Geoffrey Lautenbach, University of Johannesburg, South Africa
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on the use of expansive learning cycles as a heuristic to describe the technology use of teachers in selected independent schools in the Johannesburg region of South Africa. The emphasis is on the re-visiting of a 2009 study in which the researcher investigated the technology use for teaching and learning within six independent schools purposefully selected from a survey of all independent schools in the Gauteng province of South Africa. The authors analyse teachers opinions of their educational technology use from the cultural historical perspective using activity theory as a lens and then discuss tis uptake against the heuristic of expansive learning. Discussion in this paper is based on the theoretical placement of these teachers somewhere along the stages of the expansive cycle. Findings show that a strong sense of community is essential in order for teachers to progress along the expansive cycle. This is a process that not only depends on the teacher’s commitment to ICT integration, but also on the hegemonic nature of the school.
Vos, S. & Lautenbach, G. (2012). Expansive Cycles of Technology Integration in Independent South African Schools. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 276-281). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)
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