The Potential Utility of a Digitalized School Policy Platform

• In Event: The Politics of Teaching

Abstract

As front-line policy actors, it is important that teachers can easily interact with policies. Although scholars have called for the use of digital technologies to facilitate policy practices, little research has been done to provide empirical evidence for this call. This study used activity theory to analyze teachers’ views on the potential benefits of a digital policy platform in Chinese schools. The study found that teachers welcome the digitalization of the school policy process to allow them to track and provide feedback on school policies, and they feel they would benefit from more than a digitalized policy platform. They call for a digitalized platform with more functions to reduce teachers’ workload in implementing school policies and conducting related administrative work.

Authors

• Joanna R. Smith, University of Auckland

• Liuning Yang, University of Auckland

• Liangjing Zeng, Auckland University