‘Steering at a distance’, Australian school principals’ understandings of digital technologies policies during the Digital Education Revolution

ABSTRACT

This paper presents findings from qualitative research which examines school principals’ understandings of digital technologies policies for Australian schools during the period of the Digital Education Revolution (2008–2013). The concepts of ‘steering at a distance’ and policy enactment are used as a conceptual lens from which to position and analyse the principals’ interpretations of digital technologies policies designed for schools. The research involved semi-structured interviews with school principals, and an assistant principal, which revealed a range of themes including compliance and latitude in policy responses, policy accountability, policy language, accountability and symbolism, and the purpose of ‘acceptable use’ policies. This paper contributes to a theoretical and historical understanding of school principals’ agency as policy actors which can inform an analysis of the contemporary federalist school policy trajectories and how principals are positioned in relation to them.

KEYWORDS:

• Policy
• digital technologies
• Australian education
• school principals

Acknowledgements

The initial idea for this paper was suggested by Professor Kathryn Moyle. I would also like to acknowledge the critical feedback I received from colleagues at the University of Canberra.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on Contributors

Bernard Brown has had a long involvement in education teaching in schools and universities both in Australia and abroad. He completed a Bachelor of Arts Degree (with Honours) in 1991 at the Australian National University, majoring in History and Anthropology. In 1993, Bernard completed a Graduate Diploma in Education from the Australian Catholic University and a TESOL Certificate from Trinity College London in 1996. He holds a Master of Education (2007) and PhD in Education (2015) from the University of Canberra. His PhD was focused on digital technologies policies designed for Australian schools and the ethical implications of these policies. Bernard has a number of published articles in journals and book chapters, and is currently working on further research in the area of education policy, leadership and teacher certification programmes. He currently works at University of Canberra as a lecturer and teaches undergraduate and postgraduate courses, and also teaches in Hangzhou Normal University in China as part of the international Masters programme.

Data availability statement

The interview transcripts used for the data in this paper are stored on a computer files on a password-protected computer held by the author Bernard Brown.