Digital Technology for Inclusive Education: Reflecting on the Role of Teachers

Helen Coker (Lead / Corresponding author), Duncan Mercieca

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

2 Citations (Scopus)

Abstract

This chapter focuses on the role of teachers and their experiences of digital technology as a key social justice issue for the twenty-first century, where the role of the teacher is constructed as critical if schools are to provide inclusive and equitable education for all pupils. The factors which impact on teachers’ use of digital technologies are critically examined through a theoretical framework of Nancy Fraser’s writing about social justice, where Fraser focuses on the social structures and institutions which enable equitable participation and inclusion in society. This chapter draws examples from two research studies which explored the experiences of teachers in Scotland and their engagement with digital technology
Original languageEnglish
Title of host publicationInclusion, Equity, Diversity, and Social Justice in Education
Subtitle of host publicationA Critical Exploration of the Sustainable Development Goals
EditorsSara Weuffen, Jenene Burke, Margaret Plunkett, Anitra Goriss-Hunter, Susan Emmett
Place of PublicationSingapore
PublisherSpringer Singapore
Chapter16
Pages233-243
Number of pages11
Edition1
ISBN (Electronic)9789811950087
ISBN (Print)9789811950070 (hbk), 9789811950100 (pbk)
DOIs
Publication statusPublished - Mar 2023

Publication series

NameSustainable Development Goals Series (SDGS)
ISSN (Print)2523-3084
ISSN (Electronic)2523-3092

Keywords

  • Digital technology
  • Nancy Fraser
  • Social justice and inclusion
  • Rural
  • COVID-19

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