Abstract

This research project explored the professional identities of educational technology specialists in international schools in Hong Kong and Singapore. It developed three cases of these specialists. Three educational technology specialists and select, instrumental colleagues comprised the sample. The study developed professional identity theoretical propositions on which interview questions and an analytical framework are based. Data were collected by interviews, observations and document analysis.

This research project identified several prominent individual qualities, qualities in the work context and qualities in the global context, all of which impact the professional identities of the educational technology specialists. It also identified the interplay between these qualities and these specialists’ professional identities. This research project delivered practical knowledge of these specialists, critical incidents of their professional identity negotiation, and recommendations to better support these specialists in schools.

The educational technology specialists in the study help teachers and other stakeholders in schools to use technology to best support student learning. Most schools do not employ these professionals. Employing a specialist may represent a shift in a school’s awareness of technology in its teaching and learning.