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Direct linkPhillips, Michael – Digital Education and Learning, 2016
This chapter examines issues of power and equality shaping teachers (non) use of digital technology and extending these issues to examinations of leaders of school communities. While there are a number of examples in which communities are effectively marshalled by a leader, there are many more cases in which the process of leadership is fraught…
Descriptors: Power Structure, Educational Technology, Technology Uses in Education, Teacher Leadership
Phillips, Michael – Education and Information Technologies, 2017
Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers' technology use in classroom settings. While these studies have contributed to understandings of the interplay between these different knowledge domains and the differences between pre- and in-service…
Descriptors: Professional Identity, Educational Practices, Technological Literacy, Pedagogical Content Knowledge
Phillips, Michael – Digital Education and Learning, 2016
This is the second of two chapters that explore the influence of power and equality on teachers' (non) use of digital technologies as part of their classroom practice. Unlike many 'state-of-the-art' examples evident in research and public discourse which suggest the consensual and inevitable acceptance of 'ubiquitous' educational technologies,…
Descriptors: Misconceptions, Technology Uses in Education, Technological Literacy, Computer Attitudes
Phillips, Michael – Digital Education and Learning, 2016
This chapter focuses on situated learning theories, specifically a critique of Wenger's (Communities of practice. Learning, meaning and identity. Cambridge University Press, Cambridge, 1998) notion of 'communities of practice'. The review of literature associated with communities of practice highlights the complexity of this framework but…
Descriptors: Workplace Learning, Educational Policy, Educational Practices, Professional Identity
Phillips, Michael – Digital Education and Learning, 2016
The final chapter of this book explores new ways in which teachers' use of technologies in schools may be considered. In particular, the reader is challenged by six propositions regarding the influence of communities of practice on in-service teachers' TPACK enactment: (1) processes of identity development and practice constitute aspects of…
Descriptors: Educational Technology, Technology Uses in Education, Technological Literacy, Pedagogical Content Knowledge
Phillips, Michael – Digital Education and Learning, 2016
This is the first of three chapters that draws on empirical, qualitative research data generated from an eight-month long ethnographic investigation of four teachers in an Australian secondary school setting. In particular, this chapter uses the knowledge and context frameworks outlined in Chap. 1 to examine the interplay between policy,…
Descriptors: Foreign Countries, Secondary School Teachers, Group Membership, Teacher Collaboration
Phillips, Michael – Technology, Pedagogy and Education, 2016
Technological, pedagogical and content knowledge (TPACK) has been used by hundreds of studies as a theoretical framework to explore teachers' technology use in classroom settings. While these studies have contributed to understandings of the interplay between these different knowledge domains and the differences between pre- and in-service…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Technology Uses in Education, Use Studies
