While doing this week's readings and thinking about the questions we had to reflect on, for a long time I was not sure I knew how to really define activity theory so hopefully, my explanation makes a bit of sense.
1. What is Activity Theory?
From the first reading Bomer (2003), I realized that activity theory is not a theory that tries to predictive phenomenon but it tends to be more descriptive of various means, subjects and processes happening at the same time to make an action occur. So take Bomer's (2003) analysis of various tools the children were using the class as part of learning for example. There were rules that governed how the tools had to be used properly, although Bomer (2003) noted that some tools were not used according to the rules given by the teacher. Bomer (2003) also discussed that tools are not just the material objects in the classroom such as scissors and pillow, but conversations, gestures, concepts are also tools that facilitate the learning process. Therefore, rather than only one action of learning, activity theory describes and focuses on the broader perspective of tools, signs, and systems including subjects that facilitate the occurrence of a given outcome or action (Sannino, Daniels & Guitiérrez, 2009).
2. What does it mean to mediate activity?
Prior to the reading, I thought of mediating activity as similar to 'interventions', but upon reading I realized that mediating activity means that 'anything', whether a tool or sign, that helps an activity to take place. Bomer (2003) mentioned that as "kids grow older they may need fewer physical props to enter play word, and mediational means becomes more symbolic...". This indicates that props such as toys help younger kids mediate activity - such as play time.
3. Reflect on activity theory in your life?
Being in a Ph.D. program for me was the result of a big system of tools, signs, actors, etc. that got me to where I am now. I remember completing my Master's degree and not knowing where to go next. I spoke with my advisor, who connected me to a number of people who in some shape and form helped me to get into my current program. Some helped me with the right forms, finding funding in non-academic programs because it was the middle of the academic year and Mizzou had severe state funding cuts. Personally, I remember the support from my family both in the US and in Ghana, encouraging and praying for me when I felt stuck. So although I may have submitted an application to the program, within that one action and eventual acceptance into the program was an activity system driving everything.
References
Bomer, R. (2003). Things That Make Kids Smart: A Vygotskian Perspective on Concrete Tool Use in Primary Literacy Classrooms
Sannino, A., Daniels, H., & Gutiérrez, K. D. (2009). Activity theory between historical engagement and future-making practice
1. What is Activity Theory?
From the first reading Bomer (2003), I realized that activity theory is not a theory that tries to predictive phenomenon but it tends to be more descriptive of various means, subjects and processes happening at the same time to make an action occur. So take Bomer's (2003) analysis of various tools the children were using the class as part of learning for example. There were rules that governed how the tools had to be used properly, although Bomer (2003) noted that some tools were not used according to the rules given by the teacher. Bomer (2003) also discussed that tools are not just the material objects in the classroom such as scissors and pillow, but conversations, gestures, concepts are also tools that facilitate the learning process. Therefore, rather than only one action of learning, activity theory describes and focuses on the broader perspective of tools, signs, and systems including subjects that facilitate the occurrence of a given outcome or action (Sannino, Daniels & Guitiérrez, 2009).
2. What does it mean to mediate activity?
Prior to the reading, I thought of mediating activity as similar to 'interventions', but upon reading I realized that mediating activity means that 'anything', whether a tool or sign, that helps an activity to take place. Bomer (2003) mentioned that as "kids grow older they may need fewer physical props to enter play word, and mediational means becomes more symbolic...". This indicates that props such as toys help younger kids mediate activity - such as play time.
3. Reflect on activity theory in your life?
Being in a Ph.D. program for me was the result of a big system of tools, signs, actors, etc. that got me to where I am now. I remember completing my Master's degree and not knowing where to go next. I spoke with my advisor, who connected me to a number of people who in some shape and form helped me to get into my current program. Some helped me with the right forms, finding funding in non-academic programs because it was the middle of the academic year and Mizzou had severe state funding cuts. Personally, I remember the support from my family both in the US and in Ghana, encouraging and praying for me when I felt stuck. So although I may have submitted an application to the program, within that one action and eventual acceptance into the program was an activity system driving everything.
References
Bomer, R. (2003). Things That Make Kids Smart: A Vygotskian Perspective on Concrete Tool Use in Primary Literacy Classrooms
Sannino, A., Daniels, H., & Gutiérrez, K. D. (2009). Activity theory between historical engagement and future-making practice
Edwin,
ReplyDeleteThank you for sharing your thoughts! Like you, I had no idea what to expect when I began embarking on the week's readings. Though I still don't know that I have a grasp on holding down a simple definition of activity theory, I think, like you, the examples from the text helped me to begin to think about the ways that materials and d/Discourse interact with the activities in which we engage.
One piece that got me thinking from your post was your discussion of mediation and that tools or signs "help an activity" take place. I like this sentiment and might add that I'm thinking about the ways that mediation also means to shift or change an activity. So, if a tool or sign enters an activity and is used in an unexpected way, how might that tool mediate our participation in an activity?
Edwin,
ReplyDeleteI enjoyed reading your post. You reminded me of the connection of activity theory to systems. I had forgotten about making that connection when I read and wondering if activity theory were some hybrid theory made up of both parts of systems theory and sociocultural theory.
When you mentioned pivot problems when students did not use the tools according to teacher expectations, it made me reminded me of the Bomer quote "...these problems with pivot underscore the thesis that tools use is one of the great dramas of early literacy classrooms, and they show some of the difficulties inherent in teachers' adopting tools for particular goals in thinking and learning" (Bomer, 2003, p. 236). I would venture to confidently say that this quote could be expanded to all grade levels. This is actually one of the tenets of activity theory where its grounding in practice is apparent. I appreciate that activity theory makes space for students uses for tools that don't match a teacher's intended uses. I look forward to hearing more of your ideas concerning activity theory.
Edwin,
ReplyDeleteYour discussion of understanding the word "mediate" reminded me of my own endeavor to understand it. When Dr. Zapata mentioned in class we were going to have to define it in our own words, I cringed a little. I have read about the concept of mediation from time-to-time over the last year, but I never "got it." My working definition was similar to your original one. Even after reading all of the articles, it was still difficult to put it in my own words so I began to sketch about it using pictures and words I associated with it. As I was doing this, I realized I was mediating my thinking. You shared the quote from Bomer (2003), as "kids grow older they may need fewer physical props to enter play word, and mediational means becomes more symbolic..." While children may need fewer props to enter the activity of play, I am wondering if they don't need props (tools? objects?) to enter other activities that replace play. In my own example, I needed paper, a pen, language, and design to "complete the activity." As an adult, sometimes I feel that when I need other tools, besides language, to mediate the activity, that it identifies me as someone as less capable of working with language.
Activity theory seems to be a very broad framework to use in research. I wonder how a researcher is able to document and know what to document when they are observing and working within the activity system.
~Sarah
Edwin,
ReplyDeleteIt was nice to connect your understanding to your own experience. This gives you the ability to make meaning of activity theory to the system. I agree this theory is an overarching tool for us to look at how people create meaning using their environment.