What Is and What Could Be: Technology Access, Use, and Impact in Riverville Middle Schools

• In Event: 32.057 - Activity Theory: Mediating Interdisciplinary Methods and Methodologies

Abstract

Activity Theory (AT), a meta-theory or descriptive tool for a system, was used to examine the access, use, and impact of instructional technology in student learning at two middle schools in a Midwest, suburban, public school district. Participants included students, teachers, principals, and district administrators. The qualitative case study focused on participant perceptions of instructional technology as a learning tool, integration of technology into instruction, and suggestions for improvement. The findings revealed differences between participant group’s perceptions of access, including the identification of tacit rules that created inequitable access, differences in how technology was used best in instruction, and agreement among participant groups regarding technologies’ impact on learning.

Authors

• Kristin G. Sherwood, Wichita State University

• Cody Rierson, McPherson Unified School District 418

• Kristi Arends, Wichita State University

• Felicity Moraa Nyaronge, Wichita State University