Emerging technologies, innovative teachers and moral cohesion

Abstract

This paper reports on the findings of an inquiry to investigate personal convictions, social structure and relationships within the wider community that can influence the innovative teachers' pedagogical reasoning. Data was qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning practice. The resultant substantive theory's three core components comprise of moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers' pedagogical efficacy when they engage with emerging technologies. The concept of moral cohesion is further expanded and forms the main focus of this article.