An Analysis of Activity Theory with Creative Inquiry Movements in an Innovative Technology Classroom

Abstract

This chapter of the book searches the literature for instances of technologically enhanced educational environments that have used Activity Theory (AT) as a qualitative guideline to determine educational outcomes. A similar literature evaluation for technology-enhanced classrooms that employed Creative Inquiry (CI) movements as a guideline for educational data collecting is included in the essay.  Because AT and CI employ tactics such as pivotal questioning and cooperative systems, the debate begins with a description of distributed cognition.With a conclusion that highlights the similarities and contrasts of the two approaches, case examples of effective usage of AT and CI in technology-rich classrooms are offered.