UNDERSTANDING HOW TEACHERS LEARN TO INTEGRATE DIGITAL TECHNOLOGIES THROUGH COMMUNITIES OF PRACTICE

This study investigates how teachers’ participation in school’s communities of practice (CoP) influences their digital technologies integration. This study found that identity formation is central to teachers learning to integrate digital technologies. Importantly, teachers in this study have demonstrated that in teacher’s negotiation of the joint enterprise of integrating technology, they were involved in mutual engagement and developed a shared repertoire of strategies unique to their localised CoP to further develop their digital technologies integration practice.