Exploration of a technology-aligned framework to support 21st century teaching and learning

Abstract

The work presented here develops a framework that integrates cultural-historical activity theory (C), authentic learning (A), and six potential roles of technology (T) in teaching and learning. Five individual case studies on the use of technology in teaching and learning are reviewed against the CAT framework. In adventure games, the embedded puzzles and core content acted as the extrinsic mediator and the discussions between players intrinsically mediated their knowledge construction. Artefacts of mass media, such as games, software and other media, supported knowledge production when they functioned as the tools and not as the object of the activity. The Vygotskian concept of social tool-mediated dialogical knowledge construction is therefore an appropriate framework for the use of games/media in teaching and learning.