Vygotsky in Twenty-First-Century research

At the 2008 Ed-Media conference, a list of most often cited papers in Ed-Media 2004-2008 was revealed (Ochoa, Mendez & Duval, 2009). Vygotsky’s theoretical work, originally published in Russia in the 1930s, came top of the list by a large margin. This paper examines why, and how this theory still can be relevant to twenty-first-century research. It is argued that an effective use of modern educational technologies calls for the use of advanced pedagogies. Vygotsky’s theory provides a profound understanding of teaching and learning that reflect the complexity of social and cultural contexts in the modern learner. The most frequently used concepts of Vygotsky’s theory are re-visited in relation to the research into new educational technologies. Additionally, the potential of some lesser known aspects of his theory, particularly in relation to educational technology, is explored. The inextricable connections between the Vygotskian approach and activity theory is discussed

Kikuyu male teachers’ constructions of manhood in Nyandarua county, Kenya: implications for HIV and AIDS education

The HIV and AIDS epidemic continues to ravage communities worldwide and is a major crisis particularly in Kenya, the fourth highly affected country in the world in terms of the number of people living with HIV. There is therefore an urgent need in Kenya to reduce HIV infections and educational systems have been identified as best placed to do so. In spite of having HIV and AIDS educational interventions, youths in Kenya still remain at the highest risk of HIV infection. There is therefore a need for more effective educational programmes that address socio-cultural beliefs and practices to be realized. It is also critical to understand how gender identities particularly, masculinity constructions play out in teachers’ identity formations and classroom dynamics. This study was conducted in Nyandarua County, Kenya and explores the implications of Kikuyu male rural secondary school teachers’ constructions of manhood on their teaching of sexuality education within the HIV and AIDS education curriculum. This qualitative study was framed within the constructivist paradigm and draws on a phenomenological design. Eighteen Kikuyu male teachers from six different schools were purposively selected. The data was generated by use of drawings, memory work and focus group discussion, and was analysed using thematic analysis. Ethical measures were adhered to and trustworthiness was ensured throughout the study. The Cultural Historical Activity Theory (CHAT) was used as the methodological and analytical tool for this study. The results of the study revealed that the constructions of masculinity amongst the Kikuyu male rural secondary school teachers involved in the study were deeply embedded into the Kikuyu socio-cultural beliefs and practices. This then influenced how they mediate their masculinities and experience themselves as men, as sexual beings and as teachers. The study also revealed that the teachers bring to the classroom internalised masculinity constructions acquired through interaction with the socio-cultural context. This in turn influences what is taught in HIV and AIDS education classes, and how it is taught. The study concludes that socio-cultural gender formations do shape the assertiveness and the self-efficacy of teachers in teaching about sexuality and HIV and AIDS. This suggests that HIV and AIDS intervention programmes should pay attention to socio-cultural beliefs and practices and be locally, culturally and contextually situated. This also calls for effective and sustainable teacher training, for teachers to be able to reflect upon their own attitudes, feelings, beliefs, experiences and behaviours and teach in ways that contribute to the fight against HIV transmission

Tool Based Psychology as a Philosophy of Technology

This paper examines the influence of psychology in the area of human computer interaction and information technology in general. Cognitive psychology is critically examined and its shortcomings in guiding technological development outlined. As a possible alternative to the cognitive approach the Vygotskian psychological framework of activity theory introduced. This Russian developed theory may provide a more extensive basis for human computer interaction and holds some promise as a framework for the development of computer systems more compatible with the humans that use them

Tool Based Psychology as a Philosophy of Technology

This paper examines the influence of psychology in the area of human computer interaction and information technology in general. Cognitive psychology is critically examined and its shortcomings in guiding technological development outlined. As a possible alternative to the cognitive approach the Vygotskian psychological framework of activity theory introduced. This Russian developed theory may provide a more extensive basis for human computer interaction and holds some promise as a framework for the development of computer systems more compatible with the humans that use them