Technology Mediated Learning and the Development of Higher Order Cognitive Skills: Using Activity Theory to Analyze the Actors in the Instructional Environment at Makerere University in Uganda

Makerere University, having been in existence since 1926, is one of the most reputable institutions in Africa located in East Africa. Makerere provides educational environment to the present 50,000 students both at undergraduate and graduate levels. One cannot engage with so much enthusiasm in something they do not well comprehend. Technological advancements in this same university have gone through a number of stages: from the use of traditional chalkboard technologies to now a blend of technologies including the use of Information and Communication Technology (ICT). In order to provide a learning environment that enables the development of higher order cognitive skills, innovations like technology mediated learning need to be understood. Technology mediated learning and instruction is an innovation in education and therefore both educators and students need a basic understanding of it for its successful implementation. This paper provides the basics concepts of technology mediated learning as seen through the activity theory lens most especially in the context of Makerere University. The paper describes the implications of a technology mediated learning environment to the various actors and concludes with some recommendations for effective technology mediated learning on the various actors therein involved.