Dilemmas in the Integration of Technologies in a Primary School Classroom: The Dialogue between Teacher Agency, Curriculum and Digital Technologies

Autor/inn/en	Digón-Regueiro, Patricia; Gewerc-Barujel, Adriana; Pérez-Crego, Cristina
Titel	Dilemmas in the Integration of Technologies in a Primary School Classroom: The Dialogue between Teacher Agency, Curriculum and Digital Technologies
Quelle	In: Pedagogies: An International Journal, 18 (2023) 3, S.333-351 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Digón-Regueiro, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.2013235
Schlagwörter	Foreign Countries; Elementary School Teachers; Educational Technology; Technology Integration; Elementary School Curriculum; Curriculum Implementation; Teacher Characteristics; Teacher Attitudes; Self Efficacy; Textbooks; Professional Autonomy; Technology Uses in Education; Teaching Methods; Educational Change; Instructional Design; Handheld Devices; Spain + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Textbook; Text book; Schulbuch; Lehrbuch; Berufsfreiheit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf; Spanien
Abstract	The current study describes and analyse the day-to-day integration of digital technologies in a Year Three Primary Education classroom in Spain. The process of integrating technologies in the classroom and the difficulties and contradictions encountered are analysed in accordance with two key theories: teacher agency and the prescribed curriculum conveyed through textbooks. It is a qualitative research with an intrinsic case study, consisted of participant and non-participant observation, in-depth interviews, focus groups and document analysis. Results show that interactions between various personal, contextual and structural aspects, and their various combinations, forges and restructures teachers' ICT practices, revealing the difficulties teachers experience in introducing technology-based innovations to the current curriculum. The observation of the process exposes a series of beliefs and contradictory practices that compromise the teacher's agency in terms of her capacity to meet her initial objective of autonomously managing the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01