ABSTRACT
In this chapter, the authors set out some possible ways forward – suggestions that might move schools past the complexities. More thought needs to be given to how schools might be reframed as sites of conscious and circumspect technology use, as opposed to the habitual and inattentive processes that currently prevail. The serendipity of encounter and uncertainty of communal experience within a school is especially pertinent in the increasingly individualized and segmented digital age. Technology provision in school is focused on overcoming pre-existing disadvantages and unfairness. Some of the most successful uses of technology in Mountview, Lakeside and Middleborough were taking place because of the messiness and chaos of the school contexts. The problems inherent in either institutionally 'decided' or individually 'directed' approaches point to the benefits of developing forms of autonomy in teachers' technology use that are shared and collectively shaped.
