UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Towards a Model of ICT Reflexive Practice: Investigating Teachers’ User-Generated Contexts and Agency in a K-12 Chilean School

Novoa Echaurren, Angela; (2022) Towards a Model of ICT Reflexive Practice: Investigating Teachers’ User-Generated Contexts and Agency in a K-12 Chilean School. Doctoral thesis (Ed.D), UCL (University College London). Green open access

[thumbnail of Novoa Echaurren__thesis.pdf]
Preview
Text
Novoa Echaurren__thesis.pdf - Other

Download (7MB) | Preview

Abstract

In this study, I investigate six teacher participants’ engagement in a reflexive practice programme as part of their continuous professional development (CPD) in a K-12 institution. I specifically focus my study of Reflexive Practice (Dewey, 1910; Dewey, 1922; Freire, 2005; Freire, 2011; Freire, 2014) on the participants’ Information Communication Technology (ICT) practices within their subject domain. Exploration of ICT reflexive practices within a CPD programme is an underdeveloped area of research. Data include observations and interviews gathered from teacher participants and their respective Heads of Department. Data demonstrates the significance of teachers’ agency and dialogue to enhance ICT practices and collaborations in three dimensions: professional, departmental and institutional. Key findings inform the development of an ICT Reflexive Practice (IRP) Framework that I outline as part of my research contribution. Drawing from the notion of User-Generated Contexts (UGCs; Dourish, 2004, Dourish, 2017; Luckin, 2010; Luckin et al., 2011, Luckin, 2018), the IRP Framework adds ‘reflexion about ICT’ to the schools’ existing RPM. It assesses the underpinnings supporting teachers’ ICT practices (e.g., pedagogical theories, curricular basis, policies, among others). This issue has arguably become a recurrent concern for different traditions involved in educational technology under the argument that teachers’ real innovative and transformational ICT uses in teaching remain underdeveloped (Albion & Tondeur, 2018; Crook et al., 2010; Hinostroza et al., 2016). The IRP Framework combines RP and ICT holistically by moving beyond a single classroom experience to consider the entire school ecosystem. Especially in the COVID-19 pandemic context, where ICT has increased its role in education, policymakers must provide teachers with adequate CPD reflexive opportunities suitable to their specific needs. The IRP Framework, which emerged from a systematic comparison of the data against the theory of RP and the concept of UGCs, offers the CPD model teachers need to assess their ICT practices and keep refining them over time.

Type: Thesis (Doctoral)
Qualification: Ed.D
Title: Towards a Model of ICT Reflexive Practice: Investigating Teachers’ User-Generated Contexts and Agency in a K-12 Chilean School
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10152943
Downloads since deposit
90Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item