Learning to teach with technology: authoring practised identities

Ottesen, Eli

doi:10.1080/14759390600923568

Cited by 25 publications

(20 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Reviews of research and practice have suggested that much new technology use, particularly for younger pupils, has been integrated within existing classroom practices rather than offering the kinds of transformational opportunities suggested by the metaphors cited above (Becta, 2009b;Burnett, 2010). It would also seem that the reasons for limited innovation may go beyond availability of equipment and teacher competence; work from a sociocultural perspective has linked use and application of new technologies to the discourses and associated power relationships that pattern educational practice (Ottesen, 2006;Honan, 2008;Burnett, 2009a). This suggests that discourses of skills-focused provision and school accountability, reflecting government drives to raise educational 'standards', have patterned technology use in schools, and that opportunities to capitalise on the affordances of networked technologies may be difficult to accommodate within existing pedagogical practice, curricular frameworks and external demands.…”

Section: Introductionmentioning

confidence: 99%

The (Im)Materiality of Educational Space: Interactions between Material, Connected and Textual Dimensions of Networked Technology Use in Schools

Burnett

2011

E-Learning and Digital Media

View full text Add to dashboard Cite

In contributing to understanding about the barriers and opportunities associated with new technologies in educational settings, this article explores dimensions of the educational spaces associated with using networked technologies in contemporary classrooms. After considering how educational spaces may be 'produced' (to use Lefebvre's term), it draws on narratives of classroom practice to explore three dimensions of educational space -material, connected and textual -and considers the implications that these, and the relationships between them, may have for the use of networked technologies in education. It concludes by setting an agenda for future research, arguing that more extensive empirical work is needed to explore how these dimensions intersect and the implications this has for pedagogy. The need for such research is seen as particularly pressing given increased calls for transformative pedagogies which demand new ways of interacting within and between educational spaces.

show abstract

Section: Introductionmentioning

confidence: 99%

The (Im)Materiality of Educational Space: Interactions between Material, Connected and Textual Dimensions of Networked Technology Use in Schools

Burnett

2011

E-Learning and Digital Media

View full text Add to dashboard Cite

show abstract

“…This gap between the rhetoric and the reality is not unique to the Irish context. Ottesen (2006) notes that there seems to be a considerable gap between intentions expressed in educational policies and the use within schools. Research by Hayes (2007) for example found that teachers were largely incorporating computers into their existing practices.…”

Section: Discussionmentioning

confidence: 99%

“…The evolution of information and communication technologies (ICTs) has placed continuous pressure on schools to ‘modernise’ and benefit from their educational potential. Ottesen (2006) argues that expectations of ICT are high both at a policy and an institutional level. At a policy level its importance in sustaining competitiveness in the global economy is stressed; at an institutional level it is seen as a potential catalyst for change in education.…”

Section: Introductionmentioning

confidence: 99%

The development of ICT across the curriculum in Irish schools: A historical perspective

McGarr

2009

Brit J Educational Tech

View full text Add to dashboard Cite

This literature review explores the historical development of ICT in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects, which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly how national ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives. IntroductionThe evolution of Information and Communication Technologies (ICT) has placed continuous pressure on schools to 'modernise' and benefit from their educational potential. Ottesen (2006) argues that expectations of ICT are high both at a policy and institutional level. At a policy level its importance in sustaining competitiveness in the global economy is stressed; at an institutional level it is seen as a potential catalyst for change in education. Beliefs about the influence of ICT on existing pedagogy are quite prominent. Provenzo, Brett and McCloskey (1999) argue that there are a number of questions teachers using technology should ask, they include: how does the computer change the ecology of the classroom and the school? How does it change learning? How does it change instruction? This view of ICT as a catalyst for pedagogical change fails to consider the alternative perspective, that is, rather than asking how ICT changes pedagogy we should perhaps consider how existing pedagogy changes ICT? (Loveless, DeVoogd and Bohlin, 2001).

show abstract

“…She highlights the significance of 'lay theories' developed through personal and professional experience and describes how, for her participants, traditional constructions of teacher identity were largely produced through 'the apprenticeship of observation' (Lortie 1975). Ottesen (2006) provides a further example of this in a study exploring reasons for the disconnect between policy and practice in school technology use. She shows how student-teachers re-worked technologies in classroom settings, using them in ways that seemed appropriate within those settings.…”

Section: Negotiating Competing Complex Contexts In Educationmentioning

confidence: 99%

Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context

Burnett

Daniels

Gray

et al. 2015

Teacher Development

View full text Add to dashboard Cite

The field of literacy and primary literacy education is patterned by multiple discourses and this raises challenges for those educating the next generation of primary literacy teachers. In England, the last 15 years have seen considerable levels of prescription in the primary literacy curriculum and compliance by the school and teacher education sectors has been enforced through demanding accountability regimes. In this paper, we draw on findings of a small-scale interview study to consider how understandings of literacies associated with different contexts may or may not inflect student-teachers' orientations towards literacy provision in school. We explore how five student-teachers presented their experiences of literacy within and beyond the classroom and how they seemed to position themselves in relation to literacy pedagogy. We focus particularly on continuities and discontinuities between literacies in their personal and professional lives, and on tensions they identified between the teachers they felt they wanted to, and were expected to, become. Reflecting on this work, we consider how we can best equip pre-service primary and early years teachers to develop as critical reflective literacy practitioners in the current context.

show abstract

Learning to teach with technology: authoring practised identities

Cited by 25 publications

References 11 publications

The (Im)Materiality of Educational Space: Interactions between Material, Connected and Textual Dimensions of Networked Technology Use in Schools

The (Im)Materiality of Educational Space: Interactions between Material, Connected and Textual Dimensions of Networked Technology Use in Schools

The development of ICT across the curriculum in Irish schools: A historical perspective

Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context

Contact Info

Product

Resources

About