ABSTRACT
The first aim in this concluding chapter is to synthesise the findings from the use of the Narrative Ecology model to story teachers’ experiences of incorporating technologies into their pedagogical practice. In so doing, I will also discuss how our understanding of key knowledge bases such as mediation, appropriation and affordance of technological tools can be developed by means of teacher-centred perspectives of professional development. This links directly to the initial research questions introduced in Chapter 1 and running throughout this book, namely:
• What are some of the factors that affect the development of student teachers’ online pedagogical practice?
