Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Action

Despite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of students’ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. Research that explores the influence of social and organizational factors may be useful for understanding the processes behind such gaps. Argyris and Schön’s ‘Theory of Action’ (1978) is proposed as an example of an organizational theory that can be adopted in educational technology research to move towards understanding the complexities of technology practice. To encourage discourse and application of Argyris and Schön’s theory in the field of educational technology research, this paper introduces the theory, a review of its empirical application in research of teacher educations’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Argyris and Schön’s theory that has been developed through two recent studies, and invites its application in future research and development

Technology as Quality Work? Educational Leaders and Teachers’ Use of Digital Technology

In January 2017, the Norwegian Ministry of Education and Research launched the white paper ‘Culture for Quality in Higher Education’, in which they underlined the need for a cultural shift to promote quality in higher education. The white paper outlined five main strategies and a series of actions to enhance institutional ‘quality work’, and identified the use of digital technology as a key driver to stimulate the provision of innovative teaching and learning processes. Leaders and teachers within Norwegian universities and university colleges are expected to enhance their use of digital technology as part of their quality work. This could include innovative teaching and learning methods and student-centered learning perspectives and practices. However, it appears to be a mismatch between national ambitions and the take-up of digital technology within institutional practices in higher educational institutions. In this chapter, we illuminate this inconsistency through the lenses of translational theory and concepts of ‘conflicting logics’ and ‘translational costs’ within higher education institutions. Based on findings from the Quality of Norwegian Higher Education: Pathways, Practices and Performances (QNHE) research project, we analyse how Norwegian higher education institutions have responded to governmental policies on digital technology usage in their quality work