AN ACTIVITY SYSTEM ANALYSIS OF A TRIPARTITE TECHNOLOGY-SUPPORTED PARTNERSHIP FOR SCHOOL REFORM

Abstract

School improvement often involves partnerships between multiple stakeholder groups. In order to understand the strengths and challenges of a partnership, it is necessary to examine the objectives and practices of the constituent groups and the forces that shape these practices. This paper presents an activity theory analysis of relationships between three professional communities of practice in a school reform effort, Hawai‘i Networked Learning Communities. Essential tensions between the activity systems of the communities are analyzed to understand key issues encountered in the implementation, particularly with respect to the role of technology in mediating a program of professional development.