Technology as an Activity System for Self-directed, Expanding Learning: An Analysis based on Activity Theory

Abstract

This paper uses a theoretical grounding in activity theory to analyze technology as an activity system for enhanced self- directed learning outside of the classroom. The analysis considers how technology serves as an activity system that mediates and shapes student learning to reveal the complexity of the relationships between the learner (the subject) and the learned (object) as well as between the learners and artifacts. The paper contributes to our understanding of the dynamics of technology. Technology is not a neutral tool; it becomes a generative force that shapes the self-directed and social nature of learners’ knowing, doing and being and presents implications for educational practice.

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