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The ‘Postdigital Teacher Identities’ Praxis: a Discussion Paper

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Abstract

The introduction of digital platforms in K-12 Education has seen the identity of the teacher shift with the roles of technology in teaching and learning. Commercial Platforms, Learning Designers, and Employers are increasingly using data collected in the classroom to profile teachers via measurable outcomes. These algorithmically measured outcomes embed new identities for the teacher in classrooms. As a result, ubiquitous learning moves away from how commercial platforms may be used to support learning outcomes, and toward how teacher data is used to support the development of algorithmically measured outcomes. Drawing on interdisciplinary research, three lenses to explore the changing identity of the teacher are presented via a theoretical discussion paper: a Learning Analytics lens, a Media and Communications lens, and an Educational lens. Underpinned by Postdigital theory, the lenses are used to introduce a postdigital teacher identities praxis that explores the role of technologies in educational systems. Acknowledging and celebrating that these lenses are valid in specific contexts, in this paper, I argue that postdigital teacher identities is indeed a liberating praxis. It is by recognizing the implications of technologies in education associated with re-conceptualized forms of teacher identity that we may explore human values and technology more deeply.

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Correspondence to Janine Aldous Arantes.

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Arantes, J.A. The ‘Postdigital Teacher Identities’ Praxis: a Discussion Paper. Postdigit Sci Educ 4, 447–466 (2022). https://doi.org/10.1007/s42438-021-00271-3

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  • DOI: https://doi.org/10.1007/s42438-021-00271-3

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