A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment

Abstract

The integration of digital technologies is positioned as a mechanism to reform or improve schooling through transformation of teachers' pedagogical practice.Although availability and acceptance of digital technologies in schools has increased, evidence of wide-scale transformation is limited. Digital technologies are most commonly used to enhance existing pedagogies rather than transform them. Analysis of the literature indicates three factors remain unresolved. Firstly, new pedagogies associated with digital technologies are not well understood. Secondly, much of the current research is based on non-ubiquitous deployments and/or early stages of ubiquitous deployments. To date, there is very limited research evidence of the process of transforming practice in well-established ubiquitous technologies environments.