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Digital technologies – and teacher wellbeing?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Digital technologies – and teacher wellbeing? / Passey, Don.
In: Education Sciences, Vol. 2021, No. 11, 117, 11.03.2021.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Passey, D 2021, 'Digital technologies – and teacher wellbeing?', Education Sciences, vol. 2021, no. 11, 117. https://doi.org/10.3390/educsci11030117

APA

Passey, D. (2021). Digital technologies – and teacher wellbeing? Education Sciences, 2021(11), Article 117. https://doi.org/10.3390/educsci11030117

Vancouver

Passey D. Digital technologies – and teacher wellbeing? Education Sciences. 2021 Mar 11;2021(11):117. doi: 10.3390/educsci11030117

Author

Passey, Don. / Digital technologies – and teacher wellbeing?. In: Education Sciences. 2021 ; Vol. 2021, No. 11.

Bibtex

@article{d14fdb43758f412abb92337b69cf6820,
title = "Digital technologies – and teacher wellbeing?",
abstract = "The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete and focused area of study in its own right. This methodologically focused paper takes an initial step in this direction, exploring existing research and backgrounds to wellbeing, teacher wellbeing, digital wellbeing and uses of digital technologiesto support teachers{\textquoteright} practices. The paper reviews conceptions of digital technologies supporting teacher wellbeing and offers a newly developed outline conceptual model and framework for this research field. The framework is tested, identifying influencing factors from evidence presented in a number of existing relevant case studies where digital technologies have been used to support teacher practices. The efficacy of the proposed framework is assessed, and the paper concludes by offering a proposed research instrument and strategy to advance knowledge in this area.",
keywords = "digital technlogies, teacher wellbeing, factors affecting teacher wellbeing, teacher wellbeing using technologies, data collection method",
author = "Don Passey",
year = "2021",
month = mar,
day = "11",
doi = "10.3390/educsci11030117",
language = "English",
volume = "2021",
journal = "Education Sciences",
publisher = "MDPI AG",
number = "11",

}

RIS

TY - JOUR

T1 - Digital technologies – and teacher wellbeing?

AU - Passey, Don

PY - 2021/3/11

Y1 - 2021/3/11

N2 - The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete and focused area of study in its own right. This methodologically focused paper takes an initial step in this direction, exploring existing research and backgrounds to wellbeing, teacher wellbeing, digital wellbeing and uses of digital technologiesto support teachers’ practices. The paper reviews conceptions of digital technologies supporting teacher wellbeing and offers a newly developed outline conceptual model and framework for this research field. The framework is tested, identifying influencing factors from evidence presented in a number of existing relevant case studies where digital technologies have been used to support teacher practices. The efficacy of the proposed framework is assessed, and the paper concludes by offering a proposed research instrument and strategy to advance knowledge in this area.

AB - The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete and focused area of study in its own right. This methodologically focused paper takes an initial step in this direction, exploring existing research and backgrounds to wellbeing, teacher wellbeing, digital wellbeing and uses of digital technologiesto support teachers’ practices. The paper reviews conceptions of digital technologies supporting teacher wellbeing and offers a newly developed outline conceptual model and framework for this research field. The framework is tested, identifying influencing factors from evidence presented in a number of existing relevant case studies where digital technologies have been used to support teacher practices. The efficacy of the proposed framework is assessed, and the paper concludes by offering a proposed research instrument and strategy to advance knowledge in this area.

KW - digital technlogies

KW - teacher wellbeing

KW - factors affecting teacher wellbeing

KW - teacher wellbeing using technologies

KW - data collection method

U2 - 10.3390/educsci11030117

DO - 10.3390/educsci11030117

M3 - Journal article

VL - 2021

JO - Education Sciences

JF - Education Sciences

IS - 11

M1 - 117

ER -