Teacher Thinking About Digital Technologies: Embracing Entangled Narrative Knowings

Abstract

Leading up to and now living amid the Covid-19 pandemic, teachers are faced with strong incentives, even pressure to adopt and use digital technologies. Previous research has focused on teaching with digital technologies as a matter of believing in their importance and receiving specific preparation for integration strategies. Further, teaching with technologies must appear “seamless” during instruction to not distract from what is regarded to be the more important subject matter knowledge. In this chapter, I review and problematize digital instruction focused on convincing teachers to integrate strategies that use digital technologies in a “seamless” way and then propose an alternative view emphasizing posthumanist, relational views of integrating digital technologies.

Citation

Rice, M. (2023), "Teacher Thinking About Digital Technologies: Embracing Entangled Narrative Knowings", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Teacher Education in the Wake of Covid-19 (Advances in Research on Teaching, Vol. 41), Emerald Publishing Limited, Leeds, pp. 217-230. https://doi.org/10.1108/S1479-368720230000041021