@inbook{8abdaa88c7904916823c17a4671c9aa5,
title = "Digital Technology for Inclusive Education: Reflecting on the Role of Teachers",
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{\textquoteright} use of digital technologies are critically examined through a theoretical framework of Nancy Fraser{\textquoteright}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",
keywords = "Digital technology, Nancy Fraser, Social justice and inclusion, Rural, COVID-19",
author = "Helen Coker and Duncan Mercieca",
note = "Funding Information: The Rural Professional Learning Study which this chapter draws on was funded by a University of the Highlands and Islands Learning and Teaching Academy (LTA) Scholarship grant in 2017. Copyright: {\textcopyright} The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.",
year = "2023",
month = mar,
doi = "10.1007/978-981-19-5008-7_16",
language = "English",
isbn = "9789811950070 (hbk)",
series = "Sustainable Development Goals Series (SDGS)",
publisher = "Springer Singapore",
pages = "233--243",
editor = "Sara Weuffen and Jenene Burke and Margaret Plunkett and Anitra Goriss-Hunter and Susan Emmett",
booktitle = "Inclusion, Equity, Diversity, and Social Justice in Education",
address = "Singapore",
edition = "1",
}
