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Interactive drama with digital technology and tools for creative learning
chapterposted on 06.12.2017, 00:00 by Susan Davis
This chapter outlines the development and learning that emerged from research, which explored student learning and creative practice using Information and Communications Technologies (ICTs) in a secondary school Drama education context. Drawing on Vygotskian theoretical frames and more specifically Cultural-Historical Activity Theory (CHAT) and the theory of expansive learning (Engestrom 1987) the impact of an ICT based intervention was analysed. What emerged were key contradictions, which are identified through the short narratives of two students and these also signalled contradictions for the activity and potential for learning. The analysis of activity enabled certain shifts to be identified and actions to occur. The introduction of the digital tools into the drama process challenged institutional rules and roles around ICT use and also highlighted the importance of creative preferences and tool use in the typical drama classroom.