Innovation in the classroom. Contradictions between new tools and old roles as a means to transform the teaching practice

Abstract

The paper reports on a longitudinal action research project in which a team of university-based researchers work with low-income, minority, and immigrant children to improve academic skills through technology-based activities. Our focus is on the response of the school system to innovations that disturb the status quo. We work within a theoretical framework constructed from systems theory and cultural-historical activity theory. We discovered that the innovation resulted in the emergence of contradictions between classroom activities and norms established within the conventional goals of the schools. These prompted collective responses by school personnel to resolve contradictions and develop new roles and pedagogical practices.