Batchelor, JHerselman, Martha ETraxler, JFraser, W2012-08-202012-08-202012-05Batchelor, J, Herselman, M, Traxler, J and Fraser, W. Emerging technologies, innovative teachers and moral cohesion. IST-Africa 2012 Conference Proceedings, Kunduchi Beach Hotel, Dar es Salaam, Tanzania, 9-11 May 2012978-1-905824-34-2http://johannesburg.academia.edu/JacquelineBatchelor/Papers/1548664/Emerging_technologies_Innovative_teachers_and_moral_cohesionhttp://hdl.handle.net/10204/6055IST-Africa 2012 Conference Proceedings, Kunduchi Beach Hotel, Dar es Salaam, Tanzania, 9-11 May 2012This 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.enEmerging technologiesInnovative teachersMoral cohesionPedagogiesEthicsTeacher dispositionTeacher trainingAfrican renaissanceConference PresentationBatchelor, J., Herselman, M. E., Traxler, J., & Fraser, W. (2012). Emerging technologies, innovative teachers and moral cohesion. IIMC (International Information Management Corporation). http://hdl.handle.net/10204/6055Batchelor, J, Martha E Herselman, J Traxler, and W Fraser. "Emerging technologies, innovative teachers and moral cohesion." (2012): http://hdl.handle.net/10204/6055Batchelor J, Herselman ME, Traxler J, Fraser W, Emerging technologies, innovative teachers and moral cohesion; IIMC (International Information Management Corporation); 2012. http://hdl.handle.net/10204/6055 .TY - Conference Presentation AU - Batchelor, J AU - Herselman, Martha E AU - Traxler, J AU - Fraser, W AB - 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. DA - 2012-05 DB - ResearchSpace DP - CSIR KW - Emerging technologies KW - Innovative teachers KW - Moral cohesion KW - Pedagogies KW - Ethics KW - Teacher disposition KW - Teacher training KW - African renaissance LK - https://researchspace.csir.co.za PY - 2012 SM - 978-1-905824-34-2 T1 - Emerging technologies, innovative teachers and moral cohesion TI - Emerging technologies, innovative teachers and moral cohesion UR - http://hdl.handle.net/10204/6055 ER -