Design of technology-enhanced learning (TEL) scenarios under the third generation cultural historical activity theory (CHAT)

Abstract

Teachers' agency is required to cope with the challenge of designing Technology Enhanced Learning (TEL) activities. Relying on third generation Activity Theory, this study addresses the theoretical underpinnings that led to a formative intervention inspired by the Change Laboratory methodology to support in-service French Literature teachers in a secondary school engaged in transforming teaching-learning activity by designing TEL scenarios. This study introduces a card deck as a mediating artefact to support teachers' co-design of Technology Enhanced Learning (TEL) scenarios.