Curriculum in the Digital Age: Intensifying the Work of Teachers, the Remix

• In Event: Teacher Agency, Attitudes, and Evaluation of Technology Integration

Abstract

In the 1980s, educational scholars described a “massive shift” in teachers’ work (Easthope & Easthope, 2000), characterized by intensification of workload, increasing complexity, and decreased autonomy. Forty years later, we argue another massive shift in teachers’ work has occurred. The presence of digital platforms has given rise to a host of new literacy practices, many of which teachers navigate daily. Our purpose is to explore how teachers engage in new literacy practices on the Teacher-to-Teacher Online Marketplace of Ideas (TOMI). Through a qualitative analysis of interviews with teachers, we frame teachers’ work in a digital age as a remix of the notion of work intensification and examine how the TOMI has restructured the work of teachers.

Authors

• Stephanie Schroeder, The Pennsylvania State University

• Catharyn Crane Shelton, Northern Arizona University

• Rachelle Curcio, University of South Carolina