ABSTRACT

The use of digital technologies continues to increase in classrooms. For teachers, this involves an increased focus on the task design process for supporting student outcomes when using these technologies. Using the Activity Theory based Evaluation Version of the Activity Checklist as a theoretical framework, this paper explores an exemplary case of the use of the Activity Checklist through the analysis of a classroom task from the perspective of the teacher task design process. The results showed that the Activity Checklist as a framework was fruitful to capture and study the teacher design process as activities, illustrating important aspects in designing tasks for student work. It is concluded that the use of the Activity Checklist may support teachers’ task design processes for motivating and supporting student outcomes related to the use of digital technologies. Further, the use of Activity Checklist can help to identify potential issues in the task design process from the teacher perspective, improve practitioners’ work and in turn provide guiding principles for educational development.

摘要

在教室中，数字技术的使用不断增加。对于教师而言，这需要更加关注任务设计过程，以在使用这些技术时支持学生的学习成果。本文使用基于活动理论的活动清单清单评估版作为理论框架，通过从教师任务设计过程的角度分析课堂任务，探索了使用活动清单清单的示例。结果表明，活动清单作为框架，对于捕捉和研究作为活动的教师设计过程是卓有成效的，说明了设计学生作业的重要方面。结论是，使用活动清单可以支持教师的任务设计过程，以激励和支持与数字技术的使用有关的学生成果。此外，使用活动清单可以从教师的角度帮助确定任务设计过程中的潜在问题，改善从业人员的工作，进而为教育发展提供指导原则。