Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Abstract

Technology implementation research indicates that teachers’ beliefs and knowledge, as well as a host of institutional factors, can influence technology integration. Drawing on third-generation activity theory, this article conceptualizes technology implementation as a network of planning and integration activities carried out by technology specialists, teachers, and administrators. The researcher conducted a case study of a school district’s laptop program to examine how district and classroom systems interacted to influence teachers’ technology use. Findings suggest that continuous improvement efforts aimed at aligning intersystem linkages can support technology integration. The article discusses implications for technology leadership and technology implementation research.

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