Rationalising technological temporality : assessing teachers’ changing perceptions of technology in formal educational settings

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.