Teachers' Knowledge of the Contemporary Learner: A Study in an Australian High School

• In Event: 43.075 - Technology Influences on Teachers' Identity and Practice

Abstract

This paper explains how a study focussed on teachers in one high school explored the way that student subjectivities emerged from the social and material networks in which they were being circulated. Using a discourse analysis method and Actor Network Theory, the discussions of these teachers was analysed and theorised. This study contributes to debates about the way that schools can change when the affordances of digital technologies are enhanced in informed ways. It works with the knowledge that teachers have of their students, places of work and of the way that young people learn with technologies to introduce a way of understanding those more complex and nuanced aspects of change that the imaginary of the self-directed digital learner evokes.

Author

• Jill Frances Colton, University of South Australia