ABSTRACT
This book has showcased exemplary teachers’ knowledge of technology integration in a collection of case studies at four Australian school sites. The previous chapter gave rich details of commonalities and differences in their practices. These case studies are examples of what I refer to as Action Knowledge (AK). Polanyi (1966) first recorded this suggestion as a special kind of knowing embedded in practice. A somewhat similar point is made by Furlong (2013) about teachers’ practical knowledge when he reminds us that it was Schon (1983) who discussed the importance of knowing-in-action “within the swampy lowlands of professional life” (p. 9). Examining classrooms like those featured in this book gives teachers exciting opportunities to mimic or reshape what resonates with personal practice and to experiment with what it might be possible to do next.
