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Paul Breen studies how educators develop the knowledge needed to use digital technologies in their teaching. Following teachers in an English for Academic Purposes setting, he examines workshops, individual experimentation, classroom practice and the ways professional learning becomes embedded in an institution.
The discussion uses the technological, pedagogical and content knowledge framework, often called TPACK, while testing what educators say about their practice against observations of what they do. Chapters trace movement from initial inhibitions toward adoption, resource use and blended learning.
Breen develops a framework for understanding knowledge in action and for evaluating professional development. The complete 2018 volume includes diagrams, research appendices, references and an index.