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’ 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.