Theorising teacher practice with technology: implications for teacher education research

This chapter engages with contemporary theorisations of technology practice to discuss implications for teacher education and education research. First, it characterises and offers a critique of trends in government policy and in educational research, focusing particularly on the discursive positioning of teachers and technology. This critique calls on sociomaterial theorisations of professional practice, contemporary practice theory, and an explicitly normative position in relation to educational research. An explicit position on the nature of teacher practice with technology is advanced, where this practice involves an ongoing, improvised and often playful negotiation and remix of materials and techniques. Implications for how we research educational technology practice and for how we practice teacher education are considered.