How a technology professional development program fits into teachers’ work life

Lisa C. Yamagata-Lynch

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 19, No. 6 (2003) pp. 591–607

This study examined a professional development program for integrating technology into school by studying the activities of teachers from two Indiana school districts who participated in a yearlong professional development program as they introduced ...

Topics: Teachers

Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research from a Cultural-Historical Activity Theory (CHAT) Framework

Lisa C. Yamagata-Lynch

Journal of the Learning Sciences Vol. 16, No. 4 (October 2007) pp. 451–484

Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-Historical Activity Theory (CHAT) can inform design-based research practices...

Using activity systems analysis to identify inner contradictions in teacher professional development

Lisa C. Yamagata-Lynch; Michael T. Haudenschild

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 3 (April 2009) pp. 507–517

This study took place in the United States and explored teacher perspectives on the situational factors that influence their professional development using Engeström's (Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to ...

Language: English

Constructing Networks of Action-Relevant Episodes: An In Situ Research Methodology

Sasha A. Barab; Kenneth E. Hay; Lisa C. Yamagata-Lynch

Journal of the Learning Sciences Vol. 10, No. 1 (2001) pp. 63–112

Advances a methodology for capturing and tracing the emergence, evolution, and diffusion of a practice, conceptual understanding, resource, or student-constructed artifact. Presents the Constructing Networks of Action-Relevant Episodes (CN-ARE)...

Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university

Lisa C. Yamagata-Lynch; John Cowan; Lara M. Luetkehans

Internet and Higher Education Vol. 26, No. 1 (July 2015) pp. 10–18

This article examines design processes that a team of instructional technology faculty and administrators experienced related to an online instructional technology graduate program at a large Midwestern university. This qualitative development...

Language: English

Design Lessons about Participatory Self-Directed Online Learning in a Graduate-Level Instructional Technology Course

Lisa C. Yamagata-Lynch; Jaewoo Do; Anne L. Skutnik; Duren J. Thompson; Adam F. Stephens; Cheryl A. Tays

Open Learning Vol. 30, No. 2 (2015) pp. 178–189

This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous...