Cultural Historical Activity Theory as a Tool for
Informing and Evaluating Technology in Education

Kim Rybacki
Graduate School and University Center
City University of New York

Citation: Rybacki, Kim (2009). "Cultural Historical Activity Theory as a Tool for Informing and Evaluating Technology in Education." Children, Youth and Environments 19 (1): 280-306. Retrieved [date] from http://www.colorado.edu/journals/cye/

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Abstract

The integration of new technologies into education offers much potential to promote social transformation and inclusion, especially for traditionally underserved and marginalized youth. Project Stretch is an educational initiative that has created a model technology-based program that fosters professional development, reflective practices and critical thinking in NYC public schools and community organizations. Using open-source software called the “Moodle,” Project Stretch has created an online leaning environment based on pedagogical principles in line with Cultural Historical Activity Theory. A closer look at Project Stretch demonstrates how technology can be used to create educational practices that place technology within the broader social practices of knowledge production and education, considers the earning, development and experiences of teachers and students alike and promotes democracy and inclusion within education.

Keywords: technology, education, online learning environment, cultural history activity theory, computers and education