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Integrating ICT to higher education in China: From the perspective of Activity Theory

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Abstract

This paper is based on a study that explored the relationship between the implementation of ICT pedagogy and the factors that influenced seven teachers of English for Business Purposes in Chinese higher education concerning their adoption of ICT into their teaching. Activity Theory was used as an analytical tool to investigate the relationships and to identify contradictions in their teaching systems that could lead to teachers’ implementation of a student-centred ICT pedagogy. The study revealed that the main potential driving force for change lay in the conflict between the deep-rooted teacher-centred pedagogy in the educational system and the student-centred pedagogy that accompanied the introduction of ICT. If teachers, curriculum developers and policy makers understood this conflict, this would enable them to concentrate on such issues as how to change the teacher-centred pedagogy to support both teaching and learning for improved learning achievements. Activity theory proved a powerful tool to analyse and understand the contradictions in an activity system. Changes in ICT related policy are recommended.

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Authors and Affiliations

  1. The Foreign Languages College, Hunan University, Changsha, Hunan Province, 410082, China PR

    Ling Hu

  2. Kings College London, Strand, London, WC2R 2LS, UK

    Mary Webb

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  1. Ling Hu
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Hu, L., Webb, M. Integrating ICT to higher education in China: From the perspective of Activity Theory. Educ Inf Technol 14, 143–161 (2009). https://doi.org/10.1007/s10639-008-9084-6

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