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Rationalising Technological Temporality: Assessing Teachers' Changing Perceptions of Technology in Formal Educational Settings

Rationalising Technological Temporality: Assessing Teachers' Changing Perceptions of Technology in Formal Educational Settings

Patrick Camilleri
Copyright: © 2021 |Pages: 19
ISBN13: 9781799867135|ISBN10: 1799867137|ISBN13 Softcover: 9781799867142|EISBN13: 9781799867159
DOI: 10.4018/978-1-7998-6713-5.ch007
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MLA

Camilleri, Patrick. "Rationalising Technological Temporality: Assessing Teachers' Changing Perceptions of Technology in Formal Educational Settings." Handbook of Research on Autopoiesis and Self-Sustaining Processes for Organizational Success, edited by Małgorzata Pańkowska, IGI Global, 2021, pp. 136-154. https://doi.org/10.4018/978-1-7998-6713-5.ch007

APA

Camilleri, P. (2021). Rationalising Technological Temporality: Assessing Teachers' Changing Perceptions of Technology in Formal Educational Settings. In M. Pańkowska (Ed.), Handbook of Research on Autopoiesis and Self-Sustaining Processes for Organizational Success (pp. 136-154). IGI Global. https://doi.org/10.4018/978-1-7998-6713-5.ch007

Chicago

Camilleri, Patrick. "Rationalising Technological Temporality: Assessing Teachers' Changing Perceptions of Technology in Formal Educational Settings." In Handbook of Research on Autopoiesis and Self-Sustaining Processes for Organizational Success, edited by Małgorzata Pańkowska, 136-154. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6713-5.ch007

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Abstract

Literature on the implementation of digital technologies in formal educational settings reveals that schools ‘do' respond to technology induced change yet not as fast as desired. In context, a dynamic autopoietic scenario is exemplified through the recursive dialogues taking place between implemented ICT related policies in education and teachers' actions to the adopted digital technologies. The chapter therefore proposes and describes an analytical lens which, based on outcomes of the author's personally conducted research, is directed towards recognising teachers' response to these structural modifications. Subsequently, to substantiate the model in this grey area of technology accommodation and adaptation in formal educational contexts, a strategy-in-practice approach is employed. By grounding information systems research into self-performed practice, case studies and discussions on the validity of the proposed analytical framework are made.

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