Abstract
Chapter 5 provides a summary of key clusters of practice that were identified throughout the investigation. Additionally, it offers further insight and scholarly connections to the themes reported in Chap. 4. Significantly, these are brought into clearer focus using techno-resiliency as a unique theoretical lens. Also highlighted in this chapter is the notion of social practice theory. In essence, as a result of connecting my work with this theory, this question is posed: How might the knowledge resources gained from this investigation create an impetus for change? This chapter also considers the use of social practice theory with a focus on social practice and clusters of identified behaviour calls for a nuanced approach when interpreting the findings. Significantly, I propose an important shift in language—from barrier to inequity—and spotlight the fundamental result this has in our understanding of TETL.
Professionals of the 21st century think and act differently than those of the previous centuries, due in part to the radically different tools they use to perform their jobs…however, this expectation is rarely applied to classroom teachers.
Peg Ertmer and Anne Ottenbreit-Leftwich
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Graham, R. (2016). Establishing Connections. In: Techno-Resiliency in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-22011-6_5
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