This paper explores the contribution of theory to understanding the take-up of ICT and, in particular, it describes how Valsiner’s three zones framework came to be used in a study of lecturers in Saudi higher education institutions. The paper describes the value of theo... View more
Barzel, B. (2007) New Technology? New ways of teaching - No time left for that! International Journal for Technology in Mathematics Education, 14(2), 77-86.
Becker, H.J. (1994) How exemplary computer-using teachers differ from other teachers: implications for realising the potential of computers in schools. Journal of Research on Computing in Education, 26 (3), 291-321.
Berger, M. (2009). Designing Tasks for CAS Classrooms: challenges and opportunities for teachers and researchers. Megatrend University, Serbia: CAME 6, pp. 5-10.
Billett, S. (2001) Knowing in practice: re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431-452.
Billett, S. E. (2010) Learning Through Practice: Models, traditions, orientations and approaches. London: Springer.
Blanton, M., Westbrook, S. and Carter, G. (2005) Using Valsiner's zone theory to interpret teaching practices in mathematics and science classrooms. Journal of Mathematics Teacher Education, 8 (1), 5-33.
Blin, F., & Munro, M. (2008) Why hasn't technology disrupted academics' teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 50(2), 475-490.
Blin F and Appel C. (2011) Computer supported collaborative writing in practice: An activity theoretical study. CALICO Journal 28 (2),473-497.
Borg, S. & Alshumaimeri, Y. (2012) University teacher educators' research engagement: Perspectives from Saudi Arabia. Teaching and Teacher Education, 28(3), 347- 356.
Bretscher, N. (2008) Dynamic geometry software: The teacher's role in facilitating instrumental genesis. In (Ed)M. Joubert Proceedings of the British Society for Research into Learning Mathematics, 28(3), 1-6.