Teachers as Technology Reframers

Teachers and technologies have a long and contested interwoven history. On the one hand, technologies as applied knowledge afford multiple ways to facilitate students’ learning and to optimise teachers&s; work. On the other hand, teachers have been known to engage in technology refusal if they mistrust its educational efficacy and its effects on learners. This chapter analyses the study participants’ constructions and uses of technologies to interpret their reframing of such technologies as strategies for maximising students’ learning outcomes and their own work practices. Accordingly, teachers as technology reframers are professional educators who use their teaching by design approaches to enhance their students’ and their own educational success.