Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 390-405 |
| Number of pages | 16 |
| Journal | Learning, Media and Technology |
| Volume | 42 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- digital technology
- interviews
- labour theory
- Teachers
- technology uses
Cite this
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High-tech, hard work : An investigation of teachers’ work in the digital age. / Selwyn, Neil; Nemorin, Selena ; Johnson, Nicola F.
In: Learning, Media and Technology, Vol. 42, No. 4, 2017, p. 390-405.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - High-tech, hard work
T2 - An investigation of teachers’ work in the digital age
AU - Selwyn, Neil
AU - Nemorin, Selena
AU - Johnson, Nicola F
PY - 2017
Y1 - 2017
N2 - This paper explores the ways in which digital technologies are now implicated in the work – and specifically the labour – of school teachers. Drawing upon qualitative studies in two Australian high schools, the paper examines the variety of ways in which teachers’ work is now enacted and experienced along digital lines. In particular, the paper highlights the association of digital technologies with the standardization, evidencing, intensification and altered affect of teachers’ work. The paper questions the extent to which these trends might be seen as constituting ‘new’ forms of labour, with the research data pointing to continuities and disjunctures in terms of teachers’autonomy and professionalization. The paper also considers how these conditions are experienced in different ways across the teaching workforce. The paper concludes by reflecting on how fairer and/or empowering working conditions might be achievable through alternate uses of digital technology.
AB - This paper explores the ways in which digital technologies are now implicated in the work – and specifically the labour – of school teachers. Drawing upon qualitative studies in two Australian high schools, the paper examines the variety of ways in which teachers’ work is now enacted and experienced along digital lines. In particular, the paper highlights the association of digital technologies with the standardization, evidencing, intensification and altered affect of teachers’ work. The paper questions the extent to which these trends might be seen as constituting ‘new’ forms of labour, with the research data pointing to continuities and disjunctures in terms of teachers’autonomy and professionalization. The paper also considers how these conditions are experienced in different ways across the teaching workforce. The paper concludes by reflecting on how fairer and/or empowering working conditions might be achievable through alternate uses of digital technology.
KW - digital technology
KW - interviews
KW - labour theory
KW - Teachers
KW - technology uses
UR - http://www.scopus.com/inward/record.url?scp=84994285963&partnerID=8YFLogxK
U2 - 10.1080/17439884.2016.1252770
DO - 10.1080/17439884.2016.1252770
M3 - Article
AN - SCOPUS:84994285963
VL - 42
SP - 390
EP - 405
JO - Learning, Media and Technology
JF - Learning, Media and Technology
SN - 1743-9884
IS - 4
ER -