Applying activity theory to examine mobile application mediation of engagement and curriculum tensions in Chinese preschool

Yufan Zhang; Nurul Nadwa Zulkifli; Ahmad Fauzi Mohd Ayub; Nur Raihan Che Nawi

doi:10.37291/2717638X.202671806

Authors

Yufan Zhang University Putra Malaysia https://orcid.org/0009-0004-7617-4485
Nurul Nadwa Zulkifli University of Putra Malaysia Sarawak https://orcid.org/0000-0002-2232-3885
Ahmad Fauzi Mohd Ayub University of Putra Malaysia https://orcid.org/0000-0002-4313-2922
Nur Raihan Che Nawi University of Putra Malaysia https://orcid.org/0000-0002-7210-9430

DOI:

https://doi.org/10.37291/2717638X.202671806

Keywords:

Digital teaching tool, Digital resources, Chinese preschool education, Activity theory

Abstract

As a response to the global impact of educational technology, the incorporation of technological tools into Chinese kindergarten settings is increasing. However, this has created a tension between using interactive technologies to increase student engagement, while still aligning with national early childhood education standards which advocate for hands-on, culturally responsive forms of learning. This study applies Activity Theory to better understand this systemic tension, while exploring the integration of a mobile app entitled "Preschool Treasure" within kindergarten settings. Through a qualitative single case study approach and drawing upon multiple data collection methods, including interviews with 6 teachers, 20 video observations of classroom practices, and policy document analyses, this study examined the relationships among digital tools, educational agents and 1 educational institution. The study revealed that contradictions between the design of the app and its pedagogical objectives have become educational possibilities instead of educational barriers. This research illustrates how the educators perceived the imperative to modify their pedagogical intentions during the incorporation of the application into their practice. By exploring a new application of mobile technology in Chinese kindergartens, this research highlights key drivers of sustainable integration: user engagement, cultural adaptability, and teacher professional autonomy. The study presents a pathway towards educational technology co-design that is collaborative and supports educators' contextual and curricular priorities.

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