Activity theory in technology enhanced learning research: An introduction to the special issue

Abstract

Activity Theory (sometimes known as Cultural Historical Activity Theory, or CHAT) is an established theory widely used in Technology Enhanced Learning research, just as it is in a range of other fields of enquiry. A theory considered very mature yet still under active development, Activity Theory is often valued for its ability to grasp the dynamics of complex social situations and place phenomena in context (Bligh & Flood, 2017). Usefully for technology enhanced learning researchers, the theory also foregrounds the role of ‘technologies’ as being central to everything that humans do. Yet the theory is also often criticised, including for emphasising a dense terminology unforgiving on newcomers, leading to questions about whether the extra conceptual effort is worthwhile for researchers.

This Special Issue will consider the use of Activity Theory within Technology Enhanced Learning (TEL) research. We invited papers describing research endeavours with Activity Theory, particularly those where the social and cultural contexts of technologies were important in enhancing learning. We were particularly keen to receive submissions that aimed to contribute to making the theory more accessible and applicable to research in the field, that examined how the theory has been (and might be) used in the field, or that emphasised the mediating role of technologies for purposeful human activity.