Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research From a Cultural-Historical Activity Theory (CHAT) Framework

Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-Historical Activity Theory (CHAT) can inform design-based research practices that focus on understanding activity in real-world si...

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Bibliographic Details
Published in:The Journal of the learning sciences 2007-10, Vol.16 (4), p.451-484
Main Author: Yamagata-Lynch, Lisa C.
Format: Article
Language:English
Subjects:
Curricula
Data Analysis
Data collection
Datasets
Design analysis
Design Research Strand Article
Educational Change
Educational Technology
Faculty Development
Goal Orientation
Indiana
Professional development
Program Implementation
Qualitative Research
Research design
Research Methodology
Research methods
Rural Education
Rural schools
School districts
Systems Analysis
Teacher Administrator Relationship
Teacher integration
Teachers
Technology
Technology Integration
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Summary:Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-Historical Activity Theory (CHAT) can inform design-based research practices that focus on understanding activity in real-world situations. I provide a sample data set with activity systems analyses of a yearlong teacher professional development program designed to foster technology integration into rural Indiana schools. I present the analytical dilemmas I faced while maintaining trustworthiness in the qualitative data analysis. Through the sample data analysis, I demonstrate how the school-wide technology reform initiative affected and was affected by classroom-based teacher technology implementation projects. Additionally, I introduce the theoretical findings from the data analyses that contribute to further development in activity systems analysis.
ISSN:1050-8406
1532-7809
DOI:10.1080/10508400701524777