AN ACTIVITY THEORY PERSPECTIVE ON E-TEACHING IN A VIRTUAL HIGH-SCHOOL CLASSROOM

摘要

In the case study reported on in this paper, we identified deviations in the practice of the e-teacher that point to germs of new forms of teaching. Our case was distance education at the high-school level within the province of Newfoundland and Labrador, Canada. Participants were 13 of the 28 e-teachers employed by an organization responsible for the delivery of distance education as well as seven of its management and support personnel. Our theoretical framework was Cultural-Historical Activity Theory (CHAT). Data collection relied on semi-structured interviews conducted primarily online. Data analysis involved identifying contradictions, categorizing them, and, from within the categories, identifying visible manifestations of deviations in the e-teachers' practice leading to innovation. These deviations were clustered and labelled thematically as follows: from controlling to engaging student attention; from e-teacher-preferred tools to student-preferred tools; from e-teacher instruction to independent student learning; from a single e-teacher's voice to multiple students' voices. Use of Activity Theory provided an explanatory lens to appreciate a case of how the introduction of new tools can bring about positive change in teachers' practice.