Using Activity Theory Framework (ATF) to build an analytic bridge across the Atlantic: Two cases of Information and Communication Technology (ICT) Integration

The purpose of this paper is to show how Activity Theory Framework (ATF) was used for understanding the challenges, contradictions, and turbulences that are inevitable when institutions of higher education (IHEs) as learning organizations integrate ICT to change teaching and learning practices, demonstrated through two cases. The first case is situated in a Danish university, whereas the second case is in a mid-western university in the U.S.A. In each case, qualitative methodology was used allowing for a deeper generalized understanding of the challenges, contradictions, and turbulences that accompanies integration of ICT. These two studies in different contexts revealed a number of similarities using ATF as an analytical framework. Thus, ATF is useful as it unearths the contradictions, challenges, and turbulences when integrating ICT in higher education illustrated in the lessons learned.