Teacher Practice as Policy: Information and Communications Technology Agents of Change

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-1 - Division L Section 3

Abstract

Utilizing an exploratory case study grounded in backward mapping policy studies, this paper set out to explore the how teachers appropriate the e-Education policy to influence their teaching. Data collection comprised of a mix of interviews, observations, field notes and a researcher journal. Data was analyzed using grounded theory methods. Findings that are unique to the South African context were fourfold. First, the national e-Education policy existed as an invisible policy within the school context. Second, districts and schools had conflicting ideas of establishing collaborative support. Third, teachers’ beliefs, attitudes and agency promoted ICT practice as policy. And fourth, the lack of policy support and district presence in schools catalyzed the emergence of communities of practice.

Author

• Thirusellvan Vandeyar, University of Pretoria