center for activity theory and developmental work research 2000 1 using activity theory to help...

Center for Activity Theory and Developmental Work Research 2000 1

Using Activity Theory to Help Teachers Redesign their Practice

Yrjö EngeströmUniversity of Helsinki

Center for Activity Theory and Developmental Work Research

Center for Activity Theory and Developmental Work Research 2000 2

The Site

• A Junior High School in Helsinki, Finland

• More than 30% of the students from recent immigrant or refugee families

Center for Activity Theory and Developmental Work Research 2000 3

The Intervention• Change Laboratory: 11 weekly meetings in the fall 1998 and winter 1999

• 26 teachers and research group– analyzed contradictions– constructed a vision – designed concrete steps toward the vision for the activity system of the

school

Center for Activity Theory and Developmental Work Research 2000 4

Focus of this presentation

• One concrete step: putting computers in the corridors for students to use during recess

• Part of improving the physical work environment of the school

Center for Activity Theory and Developmental Work Research 2000 5

Expansive cycle of learning

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Center for Activity Theory and Developmental Work Research 2000 6

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Ethnographic documentation

Ethnographic documentation

Ethnographic documentation

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Center for Activity Theory and Developmental Work Research 2000 7

Fall 1998:

”There is nothing to do…and no place to sit!”

Center for Activity Theory and Developmental Work Research 2000 8

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 9

Students:

”They could put a computer there…

… but it wouldn’t stay there for long”

Center for Activity Theory and Developmental Work Research 2000 10

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 11

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Mirror

MirrorMirror

Ethnographic documentation

Ethnographic documentation

Center for Activity Theory and Developmental Work Research 2000 12

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 13

Novice teacher:

”There were computers in the corridor of my

previous school”

CHANGE LAB SESSION 2

Center for Activity Theory and Developmental Work Research 2000 14

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 15

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Benchmarking and sharpening of contrasts

Benchmarking and sharpening of contrasts

Benchmarking and sharpening of contrasts

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

MirrorMirror

Ethnographic documentation

Ethnographic documentation

Center for Activity Theory and Developmental Work Research 2000 16

”Students use computers

during recess, no problems”

Computer teacher from another Junior High School:

CHANGE LAB SESSION 3

Center for Activity Theory and Developmental Work Research 2000 17

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 18

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of resistance and innovation

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of resistance and innovation

Documentation of resistance and innovation

Benchmarking and sharpening of contrasts

Benchmarking and sharpening of contrasts

MirrorMirror

Ethnographic documentation

Ethnographic documentation

Center for Activity Theory and Developmental Work Research 2000 19

Contradiction I:

Apathy vs. Energy

CHANGE LAB SESSION 3

Center for Activity Theory and Developmental Work Research 2000 20

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 21

Contradiction II:

Control vs. Trust

CHANGE LAB SESSION 3

Center for Activity Theory and Developmental Work Research 2000 22

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 23

Contradictions in the activity system

INSTRUMENTS:Control vs. trust

RULES:Schedules andtimetables

COMMUNITY:School

DIVISION OF LABOR:School subjects andgrade levels

SUBJECT:

TeacherOBJECT:

Student as apathetic vs.student as energetic

Center for Activity Theory and Developmental Work Research 2000 24

Teacher:

”It’s not impossible but…”

CHANGE LAB SESSION 9

Center for Activity Theory and Developmental Work Research 2000 25

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 26

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of change

Documentation of change

Documentation of change

4. Examiningthe new model

3. Designing anew model

5. Implementingthe new model

6. Reflecting onthe process

7. Consolidating thenew practice

2. Analyzingcontradictions

1. Need state /ethnography

Documentation of resistance and innovation

Documentation of resistance and innovation

Benchmarking and sharpening of contrasts

Benchmarking and sharpening of contrasts

MirrorMirror

Ethnographic documentation

Ethnographic documentation

Center for Activity Theory and Developmental Work Research 2000 27

A year later:

The computers are there!(and so are the sofas)

Center for Activity Theory and Developmental Work Research 2000 28

QuickTime™ jaDV - PAL pakkauksen purkuohjelmatarvitaan elokuvan katselemiseen.

Center for Activity Theory and Developmental Work Research 2000 29

Thank You!