Not 'Just Consumers of Content': Early Insights into the Policy Enactment of the Digital Learning Framework

Autor/inn/en	Cooney, Audrey; de Paor, Derbhile; Ó Gallchóir, Ciarán; McNamara, Patricia Mannix
Titel	Not 'Just Consumers of Content': Early Insights into the Policy Enactment of the Digital Learning Framework
Quelle	In: Technology, Pedagogy and Education, 32 (2023) 4, S.457-472 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooney, Audrey) ORCID (de Paor, Derbhile) ORCID (Ó Gallchóir, Ciarán) ORCID (McNamara, Patricia Mannix)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2023.2228320
Schlagwörter	Foreign Countries; Leadership; Educational Planning; Instructional Design; Educational Technology; Technology Uses in Education; Educational Policy; Elementary Schools; Ireland + Suchen Sie Ihr Suchwort? Ausland; Führung; Führungsposition; Bildungsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Elementary school; Grundschule; Volksschule; Irland
Abstract	In Ireland, as with many international jurisdictions, digital technology is firmly positioned at the core of educational discourses. However, despite a rise in 'techno-positivity' among professionals in schools, these positive attitudes do not seem to permeate through to practice nor in effective learning outcomes. As a result, given the introduction of the Digital Learning Framework in the Irish schooling system, this study focuses on the initial experiences of those who lead the initiative within their respective schools and the contextual nuances they must navigate in the design of the enactment. This qualitative study comprised in-depth interviews with the Digital Learning Leaders of 10 different schools. Data evidenced the initial organisational considerations a leader must reckon with during the planning phase, and early indications of pedagogical impact, leading to a conclusion regarding contextual literacy. The research also highlights the subtle policy shift of embedding digital technologies within school evaluation mechanisms, heightening a sense of accountability associated with successful enactment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01