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Induction of professional teachers and their constructivist practices with ICTs / Induction and constructive practice with ICTs

This study, through the lens of Activity Theory, focused on the induction and constructivist teaching practices of experienced teachers who were recently hired in a technologically advantaged middle school. Activity Theory was used not only to examine the induction practices but also to focus on constructivist practices with technology. Data sources consisted of using various instruments three of which were used for surveys, 11 interviews were employed to assess goals, and 18 classroom observations were carried out regarding constructivist practices. Findings through Cultural-Historical Activity Theory (CHAT) analysis revealed under-realized forms of mediation to achieve effective use of ICTs (objective) and the perceptions of collaboration among the teaching staff, specifically with respect to relationships between rules and the division of labor. In effect, this study presents a challenge for CHAT analysis to elaborate the construct of contradictions to include "latent contradictions" which is essential to an expansive learning cycle.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.116126
Date January 2008
CreatorsNussbaumer, Doris.
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Educational and Counselling Psychology.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 003164241, proquestno: AAIMR67071, Theses scanned by UMI/ProQuest.

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