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This book formulates a greater understanding of how to enable a capacity for building social professional practice related to technology-enriched teaching and learning (TETL) specific, but not limited to, educational settings. This book comes at a time when many in education are struggling to provide a technology enriched learning experience for students who are entering classrooms with high expectations for such an experience. The focus on the protective factors and identified resilient professional practices, instead of on well documented and commonly cited risk factors and barriers that impede the effective integration of TETL, represents a distinguishing feature of this work. By attempting to better understand and document how two schools that were classified as resilient in their use of technology have been able to overcome risk factors (e.g., budgetary constraints, a lack of resources, a lack of training, technological support issues), this book will offer the unique concept of techno-resiliency and some of its deeper insights and strategies.
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Rob Graham TechnoResiliency in Education A New Approach For Understanding Technology In Education Techno-Resiliency in Education Rob Graham Techno-Resiliency in Education A New Approach For Understanding Technology In Education Rob Graham Nipissing University North Bay, ON, Canada ISBN 978-3-319-22010-9 DOI 10.1007/978-3-319-22011-6 ISBN 978-3-319-22011-6 (eBook) Library of Congress Control Number: 2015945620 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) This book is dedicated to all teachers, administrators, and students who strive to overcome inequities in educational settings with regards to technology-enhanced teaching and learning. It is also dedicated to educators who desire to inspire! Abstract The research contained in this book contributes to our understanding of how to develop and sustain the protective factors that could aid twenty-first century schools in their bid to achieve higher levels of student engagement via technology-enriched teaching and learning (TETL). Utilizing a qualitative comparative case-study approach and a research paradigm based upon the understanding of provisional meaning making, the book responds to the need of an improved pedagogical understanding, vision, and plan for TETL in educational settings. Borrowing from a psychosocial resilience–vulnerability theoretical framework, this book offers an enhanced and unique perspective that incorporat