ABSTRACT
Technology exists not as a fixed reality-a good or a bad-but rather as a tool, much like literacy. Technology use, in teaching, is a context-and practice-specific practice (Hutchins, 1995), and technology and technological tools do what they do in relation to people and to the contexts in which they are used. Yet, in Uncertain Times, technology has not been considered in this manner. Rather, it has been frequently viewed much like universalist understandings of literacy-as an unquestionable ‘good.’ This chapter explores how three beginning teachers unravel technology’s aims as compared to its implementation in the districts and schools in which they work.
