High-tech, hard work: an investigation of teachers’ work in the digital age. Selwyn, N., Nemorin, S., & Johnson, N. Learning, Media and Technology, 42(4):390-405, Routledge, 2017. cited By 14![High-tech, hard work: an investigation of teachers’ work in the digital age [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex 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. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
@ARTICLE{Selwyn2017390,
author={Selwyn, N. and Nemorin, S. and Johnson, N.},
title={High-tech, hard work: an investigation of teachers’ work in the digital age},
journal={Learning, Media and Technology},
year={2017},
volume={42},
number={4},
pages={390-405},
doi={10.1080/17439884.2016.1252770},
note={cited By 14},
url={https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994285963&doi=10.1080%2f17439884.2016.1252770&partnerID=40&md5=c27a03676f19a8243a7a87e2f5bb5fea},
affiliation={Faculty of Education, Monash University, Melbourne, Australia; School of Education, Federation University, Gippsland, Australia},
abstract={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. © 2016 Informa UK Limited, trading as Taylor & Francis Group.},
author_keywords={digital technology; interviews; labour theory; Teachers; technology uses},
correspondence_address1={Selwyn, N.; Faculty of Education, Monash University, 29 Ancora Imparo Way, Australia; email: neil.selwyn@monash.edu},
publisher={Routledge},
issn={17439884},
language={English},
abbrev_source_title={Learn. Media Technol.},
document_type={Article},
source={Scopus},
}
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