This master thesis is an empirically based study of technological literacy among schoolteachers at a Danish public school. The study relies on Etienne Wengers theory of communities of practice as a base for the analysis of how technological literacy is (re)produced by participation and reification in the constellation of communities of practice at the School. As a way of understanding schoolteachers’ technological literacy, this master thesis uses a complex and socially founded analytical idea of understanding technological literacy as perspectives on the use of technology, instead of a taxonomic or typological classification of technological literacy. The study indicates that not only is the informants’ technological literacy (re)produced by participation and reification in different communities of practice, their technological literacy is also (re)producing the communities of practice and influencing the responsibility of knowledgeability and the negotiated meaning in the Schools’ communities of practice.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||29 sep. 2014|
- kvalitativ analyse