Using ATF to build an analytic bridge: Two cases of ICT integration Tom Nyvang Aalborg University, Denmark Natalie A. Johnson Iowa State University, U.S.A. SITE 2004 Atlanta

Outline Purpose Background Activity Theory Framework (ATF) The two cases and research methodology Lessons learned Implications for research and practice Future development

Purpose To use ATF for understanding the challenges, contradictions, and turbulences inevitable when institutions of higher education integrate ICT to change teaching and learning practices.

Background Demand for ICT infusion and integration in teaching & learning ICT integration is not just about ICT Change in one area of an organizational structure impacts changes in other areas Complexity in IHEs Specific strategies need to be developed

ATF – Activity System Engeström’s (1987) model of the activity system

ATF - Hierarchical Structure of the activity Kuuti (1996)

Research Design:Case # 1 Context: Danish University, ICT rich curriculum, problem based project pedagogy, integration of groupware-based web-infrastructure to support learning and administration Case design and sample selection Participatory Action Research Iterative and expansive development Participants (most prominent): B.A. and M.A. students, University professors Data collection procedure In-process observation and participation through interviews and accumulation of log-files Manually coded, themes inspired by ATF

Research Design:Case # 2 Context: Iowa State University Case study design (Stake, 1995; Yin, 1994) 13 participants from 5 locations Data collection procedure Interviews, document analysis, observations Manually coded for themes (twice)

Lessons learned - both cases Turbulences The confusion of change: New ways of working and learning Change in leadership Contradictions Academic culture vs. centralization with ICT Personal initiative and ownership vs. coordinated integration of ICT Goals vs. resources Policy Challenges Turning contradictions into driving forces Time Founding

Implications for Research Rigorous research approach The socio-historical context comes into play Attention needed to be paid to processes/strategies for integrating ICT Need for development of context sensitive good practice for ICT integration

Implications for Practice ICT integration not a single-shot effort but an ongoing process as new goals, knowledge and ICT emerge Alignment is needed among expectations, student learning, assessment, and course activities Sustainability is a matter of maintaining strategies for ICT integration

Future development AFT is useful but we are still some steps away from a theoretical position capturing the full complexity of integration of ICT in learning organizations The outcomes of both cases are still being measured It would be useful to evaluate the impact of different integration strategies on student learning, curriculum development and organizational development in general

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ATF – Activity System Engeström’s (1987) model of the activity system