Professional practice may be considered to be too varied to be viewed in simple mechanical ways (Tosey, 2002) and when interpreting practice it is important that at the same time we understand the lived experiences of those who participate in it (Sumara and Davis, 1997; Palmer, 1998). Clark (2001) articulates the duality of the messages transmitted to teachers:

 ‘On the one hand you are admired as a reflective professional and moral agent capable and responsible for designing, studying and refining your teaching so that students will succeed and learn. On the other hand you are told that many public schoolchildren lack the intellectual and social capital to succeed and that you should lower your expectations, for it is a waste of energy to try to overcome social forces beyond your control’ (Clark , 2001)

This section includes:

4.4.1   Roles identities and conversations  A community of learners; teaching and pedagogy with technology; teaching and OERs; technology and reflection.

4.4.2  Teachers school-based engagement with digital literacy Teachers’ use of technology and attitudes to engaging with digital literacy

See also: Digital Literacy for Teachers