Teachers' understanding of the concept of 'embedding' digital technology in education

The task of effectively embedding digital technology use in classrooms is among the challenges currently faced by educators in Ireland and internationally. This paper builds on analyses conducted as part of a longitudinal evaluation of Ireland's Digital Learning Framework. Findings suggest that many teachers - especially at the post-primary level - have a somewhat restricted view of what 'embedding' means in this context. Such responses indicate a focus on using digital devices for activities that would be happening in the classroom already, rather than embracing more flexible and constructivist pedagogical approaches to take advantage of the range of options provided by digital technology for teaching, learning and assessment. This implies that even if all of the infrastructure and connectivity needs of schools in Ireland are met over the coming years - itself a substantial task - there is a risk that teachers may not use these devices as effectively as could be. We argue that digital technology in the classroom can open up new possibilities for how education (teaching, learning, assessment) is carried out. We explore how teachers' understanding of the concept of 'embedding' can be strengthened and the envisaged impact on children's education of doing so.