Values and Purposes in Digital Pedagogies

Abstract

This chapter aims to use metaphor analysis in order to discuss and analyze the patterns resulting from Finnish and Greek language and science teachers' (N= 8) interviews on how they integrate digital technologies into classroom practices. To this end, the author performs a meta-analysis of findings from two previous studies on teacher's metaphorical thinking. This is done through the theoretical lens of two cognitive science related theories (conceptual metaphor and conceptual integration or blending theory) and a theory originating from philosophy of language (semantic theory of metaphor). To meet the ends of the study, the author examined the input sources that inform the teachers' thinking in order to extract single-scope and double-scope networks of metaphors. In this way, we can see what values and purposes emerge out of the teachers' choices when digital pedagogies are introduced into the classroom practice.