Abstract

This research project explores the professional identities of selected pedagogical technologists in schools. In particular, it investigates the qualities of and the interplay between people and their work context in negotiating and recognizing a pedagogical technologist’s professional identities.

A pedagogical technologist is a person who helps teachers and other stakeholders in a school to use technology to best support student learning. A pedagogical technologist is neither a teacher in a traditional sense, nor a technician. Most schools do not employ a pedagogical technologist. Employing a pedagogical technologist may represent a shift in a school’s awareness of technology in its teaching and learning.

In examining the pedagogical technologist, the paper employs a qualitative, multiple-case study research strategy with the pedagogical technologist being the case unit of analysis. Three cases of pedagogical technologists in international schools in Hong Kong and Singapore are compiled. The study develops professional identity theoretical propositions on which interview questions and an analytical framework are based. Data are collected by interviews with pedagogical technologists and instrumental school stakeholders. The research project delivers critical incidents of professional identity negotiation, practical knowledge of what pedagogical technologists do and recommendations for appropriate work context support for pedagogical technologists.