Induction and constructive practice with ICTs

This study, through the lens of Activity Theory, focused on the induction and constructivist teaching practices of experienced teachers who were recently hired in a technologically advantaged middle school. Activity Theory was used not only to examine the induction practices but also to focus on constructivist practices with technology. Data sources consisted of using various instruments three of which were used for surveys, 11 interviews were employed to assess goals, and 18 classroom observations were carried out regarding constructivist practices. Findings through Cultural-Historical Activity Theory (CHAT) analysis revealed under-realized forms of mediation to achieve effective use of ICTs (objective) and the perceptions of collaboration among the teaching staff, specifically with respect to relationships between rules and the division of labor. In effect, this study presents a challenge for CHAT analysis to elaborate the construct of contradictions to include "latent contradictions" which is essential to an expansive learning cycle