Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies

ABSTRACT

Deeply integrating digital technologies in pedagogy and learning is associated with changes in classroom roles, relationships and actions that can challenge established teacher routines. This paper presents the findings of an eight-month case study of teachers transforming pedagogy to enact their design for personalised digital learning. Participating teachers reported that established classroom routines for managing behaviour and monitoring student engagement were challenged, and along with changes in classroom roles, this resulted in disorientation and uncertainty, but also created opportunities to consider new routines. This paper proposes that Dual Systems theory can be used to conceptualise the role of routine in teacher practice and the emergent challenges of transforming pedagogy with digital technologies.

KEYWORDS:

• Digital technologies
• pedagogy
• transformation
• routine
• innovation
• dual systems theory
• ICT

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christopher Blundell

Christopher Blundell (Doctor) is a Lecturer, School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology, Australia. His current research interests include design-based professional learning, the challenges of integrating digital technologies in teacher practice, and the interaction between digital pedagogies and high-stakes assessment. As an educator, he has actively explored, through 26 years of practice and 11 years of school leadership, the place of digital technologies in pedagogy, learning, and assessment. Christopher also plays a pivotal role in QUT international capacity building short courses for international partners.

Kar-Tin Lee

Kar-Tin Lee (Professor) is Head of the School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology, Australia. She has over 25 years’ experience of digital technologies in education and leadership. Kar-Tin’s research interests focus on: pedagogic issues and learner experience in digital and online learning environments; organisational, strategic and pedagogical issues relating to digital technology implementation; leadership and management issues relating to strategic implementation of the use of digital and emerging technologies in education at school and tertiary levels; and integration of STEM disciplines for teacher education.

Shaun Nykvist

Shaun Nykvist (Doctor) is a Senior Lecturer, School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology, Australia. His research expertise is in the areas of pedagogy associated with higher education teaching and learning, and the use of digital media tools and emerging technologies in blended learning environments. Shaun provides strategic leadership around key learning and teaching initiatives at QUT whilst developing strong national and international partnerships in education that provide a global perspective.