Pachler, Norbert; (2025) Digital Transformation as a Contemporary Challenge in (Teacher) Education. In: Dadvand, Babak and Lampert, Jo and Brooks, Clare, (eds.) Preparing Teachers for Social Change. (pp. 224-242). Routledge: Taylor & Francis Group: London, UK.

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Abstract

This chapter problema6ses the no6on of digital transforma6on in schools and schooling before exploring its implica6on for teacher educa6on. It deliberately does not take a narrowly pedagogical or technological perspec6ve but, instead, cri6cally explores wider socio-cultural and technoeconomic developments within increasingly digi6sed economies and data infrastructure infused socie6es that colonize professional and private lives and are controlled by monopolizing edtech giants. The chapter looks cri6cally behind big tech as “the core lubricant of contemporary capitalism” (Hendrikse, Adriaans, Klinge and Fernandez, 2022) that is “progressively becoming the infrastructural core of a new socio-technical system anchored in digital technologies, progressively reshaping economy and society” (ibid, p. 60) and, it is argued here, educa6on and schooling. It seeks to offer a cri6cal perspec6ve on prevailing discourses of techno-solu6onism and aXempts to sketch out some of the implica6ons of digital transforma6on on the governance of educa6on and the commodifica6on of teaching and learning. It does so in order to provide teacher educators with a cri6cal understanding of the wider implica6ons of the “technifica6on of everything” (ibid) on educa6on and schooling as a pre-requisite for effec6ve and principled teacher professionality, aspects of which are explored throughout the chapter. Specific references to compliance requirements and/or policy examples refer to and are drawn from England.

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