ABSTRACT

Digital devices and ubiquitous online access contribute to the nature and amount of digital labour conducted by school staff. Drawing on more than 40 interviews with staff at one Australian secondary school, the general nature of this digital labour is presented, then Clancy’s notion of temporal autonomous spaces is introduced and applied to theorise why some teachers used digital technologies constantly in their teaching. The article highlights how some teachers invested their time in learning about and using digital technologies because it enhanced their sense of autonomy and increased their sense of freed time. It theorises how teachers who invest their time into developing their knowledge and effective use of digital technologies in their teaching practice do so because of the perceived benefits that temporal autonomous space brings. Therefore, their practice is sustained as a high temporal priority.

摘要

数字设备和无处不在的在线访问促成了学校教职员工进行的数字劳动的性质和数量。通过对澳大利亚一所中学工作人员的 40 多次采访，介绍了这种数字化劳动的一般性质，然后是克兰西的时间自治空间概念介绍并应用于理论为什么有些教师在教学中不断使用数字技术。文章重点介绍了一些教师如何投入时间学习和使用数字技术，因为这增强了他们的自主感并增加了他们的空闲时间感。它从理论上讲，由于时间自主空间带来的感知好处，那些投入时间发展知识和在教学实践中有效使用数字技术的教师是如何做到这一点的。因此，他们的实践作为一个高度的时间优先事项得以维持。