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Palgrave Macmillan
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Digital Technology, Schools and Teachers' Workplace Learning

Policy, Practice and Identity

  • Book
  • © 2016

Overview

Authors:
  1. Michael Phillips

    1. Faculty of Education, Monash University, Clayton, Australia

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Part of the book series: Digital Education and Learning (DEAL)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Contextualising the Use of Digital Technologies

    • Michael Phillips
    Pages 1-28

  3. Workplace Learning, Policy and Practice: Connecting Community, Practice and Teachers’ Identities

    • Michael Phillips
    Pages 29-70

  4. Studying a School and Its Teachers

    • Michael Phillips
    Pages 71-105

  5. The Complexity of Community: The Influence of Old, New and Liminal Members in a Team

    • Michael Phillips
    Pages 107-132

  6. Leading Teachers’ Technology Use: The Influence of Perceived Power and Authority on Digital Practices

    • Michael Phillips
    Pages 133-155

  7. Dispelling the Myth of Teachers’ Consensual and Coherent Use of Technology: Discussion, Deliberation and Dispute

    • Michael Phillips
    Pages 157-180

  8. Teachers and Technology: Looking Forward

    • Michael Phillips
    Pages 181-192

  9. Back Matter

    Pages 193-196
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Keywords

About this book

This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and growing amounts of school work is carried out on a 'virtual' basis. 

Authors and Affiliations

  • Faculty of Education, Monash University, Clayton, Australia

    Michael Phillips

About the author

Michael Phillips is Lecturer in Digital Technologies in the Faculty of Education at Monash University, Australia where his teaching and research focuses on the ways in which people negotiate the use of digital technologies in educational settings. Prior to his current role teaching about and researching the social impacts of emerging educational technology Michael was a secondary school teacher and leader for more than ten years. 

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