Titlebook: Digital Technology, Schools and Teachers‘ Workplace Learning; Policy, Practice and Michael Phillips Book 2016 The Editor(s) (if applicable)

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The Complexity of Community: The Influence of Old, New and Liminal Members in a Team,f four teachers in an Australian secondary school setting. In particular, this chapter uses the knowledge and context frameworks outlined in Chap. . to examine the interplay between policy, micro-politics and digital practices in classroom settings..Considering the situated nature of teachers’ workp

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,Dispelling the Myth of Teachers’ Consensual and Coherent Use of Technology: Discussion, Deliberatioassroom practice. Unlike many ‘state–of-the-art’ examples evident in research and public discourse which suggest the consensual and inevitable acceptance of ‘ubiquitous’ educational technologies, this chapter explores the tensions that can and do occur when negotiating technology use. Drawing on emp

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Teachers and Technology: Looking Forward,llenged by six propositions regarding the influence of communities of practice on in-service teachers’ TPACK enactment: (1) processes of identity development and practice constitute aspects of context in which an individual enacts their TPACK; (2) membership of a communities of practice is more comp

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Contextualising the Use of Digital Technologies,re pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.

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