Abstract:

Within school educational contexts a central discourse about preparing students for the future has focussed on the provision of more computers and technology, with a strong emphasis in countries such as Australia on Information and Communications Technologies (hereafter, ICTs). However, the communicative and content creation possibilities afforded by new technologies are often limited in schools and use and access is restricted by authoritative power structures. This paper will outline research which explored student engagement and creative practice using Information and Communications Technologies (ICTs) in secondary school Drama education contexts. An activity theory approach was applied to data analysis drawing on Vygotskian theoretical frames to understand the importance of contradiction to creative practice using ICTs. The findings question the focus on technology provision as the major ICT focus in education, particularly as many Drama students indicated a preference for quality live experiences in the classroom. The research highlighted how ICT-based learning in schools is often restricted and opportunities for developing creative practice limited. The implications of this research highlight the importance of cultural tools and social practices beyond those of the purely technological in ICT-based education.

Keywords:

ICTs, secondary education, drama, activity theory, creative practice.