Download Digital Technology, Schools and Teachers' Workplace by Michael Phillips PDF

By Michael Phillips

This publication advances an alternate interpreting of the social, political and cultural matters surrounding faculties and expertise and develops a entire evaluate of the interaction among coverage, perform and identification at school offices. It explores how electronic applied sciences became an imperative portion of the politics and socially negotiated practices of college offices as college campuses at the moment are awash with electronic and transforming into quantities of college paintings is conducted on a 'virtual' foundation.

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Extra resources for Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity

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Retrieved from Washington, DC. , & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101–116. Somekh, B. (2008).  449–460). New York: Springer Science + Business Media, LLC. 28 M. PHILLIPS Tabak, I. (2004). Reconstructing context: Negotiating the tension between exogenous and endogenous educational design. Educational Psychologist, 39(4), 225–233. , & Contena, B. (2013).

Assessment of teacher knowledge across countries: A review of the state of research. In International perspectives on teacher knowledge, beliefs and opportunities to learn (pp. 541–585). Dordrecht: Springer. CONTEXTUALISING THE USE OF DIGITAL TECHNOLOGIES 21 Bloomsbury Publishing. (2015). Ethnography for the internet: Embedded, embodied and everyday. , & Lucchini, M. (2011). Architecture, context, culture. Firenze: Alinea Editrice. Boyd, D. (2014). It’s complicated: The social lives of networked teens.

A further challenge is to consider how these factors are woven together to explain what teachers think and do. Digital technology use, particularly in educational contexts, is often presented in uncritical terms. This chapter has examined the complex and often messy reality of teachers’ use of digital technologies. In particular, it has been illustrated that teachers’ technology use can be influenced by both their knowledge and the contexts in which that knowledge is exhibited. Despite the influence of knowledge and context on teachers’ digital technology use, both these concepts are contested and will be explored in greater detail in the following chapters.

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