Navigating open-source platforms in schools
An inquiry intochanging teacher professionality
Publication date
2024-08-27
Document type
Forschungsartikel
Author
Organisational unit
Publisher
Routledge, Taylor & Francis Group
Series or journal
Learning, Media and Technologie
ISSN
First page
1
Last page
15
Peer-reviewed
✅
Part of the university bibliography
✅
Language
English
Keyword
Open-source platforms
Moodle
Teacher professionality
Science and technology studies
Abstract
The platformization of education is incrementally redefining the roles of teachers in schools by (re-)structuring professional practices. While most research has focused on how this occurs in the context of proprietary platforms, this article investigates how professionality is configured through open-source platforms, offering increased possibilities for platform customizability. Despite its claims for openness, this paper elaborates how Moodle imagines specific types of ‘open teachers’ and how professionality can be conceptualized as active navigations through its platform environments. By analyzing teachers’ practices in Moodle environments in two Belgian schools, we identify three enactments of professionality, grounded in different navigational logics: proceduralizing, patchworking, and co-evolving. This article concludes by arguing how professionality ultimately emerges at the crossroads of platforms’ habituation (i.e., accustoming teachers to open-source models) and teachers’ habitation (i.e., attempts to balance requirements of platform environments with one's pedagogical desires), and what this implies for the cultivation of platform literacies.
Description
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Version
Published version
Access right on openHSU
Metadata only access