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dc.contributor.authorMadsen, Siri Sollied
dc.contributor.authorThorvaldsen, Steinar
dc.date.accessioned2023-06-05T07:58:45Z
dc.date.available2023-06-05T07:58:45Z
dc.date.issued2019-11-18
dc.description.abstractDespite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of students’ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. Research that explores the influence of social and organizational factors may be useful for understanding the processes behind such gaps. Argyris and Schön’s ‘Theory of Action’ (1978) is proposed as an example of an organizational theory that can be adopted in educational technology research to move towards understanding the complexities of technology practice. To encourage discourse and application of Argyris and Schön’s theory in the field of educational technology research, this paper introduces the theory, a review of its empirical application in research of teacher educations’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Argyris and Schön’s theory that has been developed through two recent studies, and invites its application in future research and development.en_US
dc.identifier.citationMadsen S, Thorvaldsen S: Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Action. In: Rønningsbakk L, Wu T, Sandnes FE, Huang Y. International Conference on Innovative Technologies and Learning ICITL 2019, 2019. Springer p. 291-300en_US
dc.identifier.cristinIDFRIDAID 1800939
dc.identifier.doi10.1007/978-3-030-35343-8_31
dc.identifier.isbn978-3-030-35342-1
dc.identifier.issn0302-9743
dc.identifier.issn1611-3349
dc.identifier.urihttps://hdl.handle.net/10037/29344
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.projectIDUiT Norges arktiske universitet: 516203en_US
dc.relation.urihttps://link.springer.com/chapter/10.1007%2F978-3-030-35343-8_31
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2019 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleConceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Actionen_US
dc.type.versionacceptedVersionen_US
dc.typeChapteren_US
dc.typeBokkapittelen_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)