This chapter of the book looks for examples of technologically enhanced educational environments where Activity Theory (AT) has been employed as a qualitative guideline to determine educational outcomes. The essay also includes a similar literature review for technology-enhanced classrooms that used Creative Inquiry (CI) movements as a guideline for educational data collection. The debate begins with an explanation of distributed cognition because AT and CI deploy methods like pivotal questions and cooperative systems. Case examples of effective use of AT and CI in technology-rich classrooms are provided in the conclusion, which shows the similarities and differences of the two techniques.
Author (S) Details
Jan Fourman
Biotechnology Innovation and Regulatory Science (BIRS) Center, Purdue University, Indiana, United States.
View Book :- https://stm.bookpi.org/NVST-V3/article/view/3723
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