How teachers participate in the infrastructuring of an educational network

The evolution of digital technologies has changed the ways in which people interact with and through technologies. Despite longstanding investment in technical and pedagogical infrastructure, there is great diversity between schools in terms of their degree of digitalization. New curricula in Finland are putting additional pressure on education to meet the goals of the 21st century. In information systems (IS) research, digitalization increases an interest for understanding modern IS projects as infrastructuring. This study examines the infrastructuring of the educational network of a Finnish city from the perspective of teachers as influential actors in transforming their environment. A nexus analysis of interviews foregrounded three main discourses circulating the teachers’ participation in infrastructuring. The first discourse depicted teachers balancing between traditional and new educational solutions when aligning their pedagogy-driven practices with curriculum objectives. The second discourse concerned infrastructuring activities for establishing pedagogical ICT use successfully, and the third discourse highlighted practices of sharing resources as an effort of organizational balancing. The results reveal tensions between collegiality and leadership, submissive and empowered agency, and discontinuities and anticipation in ensuring continuity in infrastructuring. The study provides implications for organizing in-service training and developing local practices as contributing to infrastructuring in the educational network.

Halkola Eija, Kuure Leena

A1 Journal article – refereed

Halkola, Eija; Kuure, Leena: How Teachers Participate in the Infrastructuring of an Educational Network, Communications of the Association for Information Systems 48(1): 265-283.