Author Identifier

Nicola F. Johnson

ORCID : 0000-0001-7875-3027

Document Type

Journal Article

Publication Title

Technology, Pedagogy and Education

Publisher

Taylor & Francis

School

School of Education

RAS ID

36161

Funders

Edith Cowan University - Open Access Support Scheme 2021

Australian Research Council

Grant Number

ARC Number : DP140101258

Comments

Johnson, N. F. (2021). Digital labour and temporal priorities within a secondary school. Technology, Pedagogy and Education. Advance online publication. https://doi.org/10.1080/1475939X.2021.1946419

Abstract

Digital devices and ubiquitous online access contribute to the nature and amount of digital labour conducted by school staff. Drawing on more than 40 interviews with staff at one Australian secondary school, the general nature of this digital labour is presented, then Clancy’s notion of temporal autonomous spaces is introduced and applied to theorise why some teachers used digital technologies constantly in their teaching. The article highlights how some teachers invested their time in learning about and using digital technologies because it enhanced their sense of autonomy and increased their sense of freed time. It theorises how teachers who invest their time into developing their knowledge and effective use of digital technologies in their teaching practice do so because of the perceived benefits that temporal autonomous space brings. Therefore, their practice is sustained as a high temporal priority.

DOI

10.1080/1475939X.2021.1946419

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

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