Navigating Open-Source Platforms in Schools: An Inquiry into Changing Teacher Professionality
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| Title: | Navigating Open-Source Platforms in Schools: An Inquiry into Changing Teacher Professionality |
|---|---|
| Language: | English |
| Authors: | Toon Tierens (ORCID |
| Source: | Learning, Media and Technology. 2026 51(1):75-89. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Teacher Attitudes, Learning Management Systems, Educational Practices, Open Source Technology, Computer Uses in Education, Educational Technology, Program Evaluation, Teacher Behavior, Adjustment (to Environment) |
| Geographic Terms: | Belgium |
| DOI: | 10.1080/17439884.2024.2392114 |
| ISSN: | 1743-9884 1743-9892 |
| Abstract: | The platformization of education is incrementally redefining the roles of teachers in schools by (re-)structuring professional practices. While most research has focused on how this occurs in the context of proprietary platforms, this article investigates how professionality is configured through open-source platforms, offering increased possibilities for platform customizability. Despite its claims for openness, this paper elaborates how Moodle imagines specific types of 'open teachers' and how professionality can be conceptualized as active navigations through its platform environments. By analyzing teachers' practices in Moodle environments in two Belgian schools, we identify three enactments of professionality, grounded in different navigational logics: "proceduralizing," "patchworking," and "co-evolving." This article concludes by arguing how professionality ultimately emerges at the crossroads of platforms' "habituation" (i.e., accustoming teachers to open-source models) and teachers' "habitation" (i.e., attempts to balance requirements of platform environments with one's pedagogical desires), and what this implies for the cultivation of platform literacies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505147 |
| Database: | ERIC |
| Abstract: | The platformization of education is incrementally redefining the roles of teachers in schools by (re-)structuring professional practices. While most research has focused on how this occurs in the context of proprietary platforms, this article investigates how professionality is configured through open-source platforms, offering increased possibilities for platform customizability. Despite its claims for openness, this paper elaborates how Moodle imagines specific types of 'open teachers' and how professionality can be conceptualized as active navigations through its platform environments. By analyzing teachers' practices in Moodle environments in two Belgian schools, we identify three enactments of professionality, grounded in different navigational logics: "proceduralizing," "patchworking," and "co-evolving." This article concludes by arguing how professionality ultimately emerges at the crossroads of platforms' "habituation" (i.e., accustoming teachers to open-source models) and teachers' "habitation" (i.e., attempts to balance requirements of platform environments with one's pedagogical desires), and what this implies for the cultivation of platform literacies. |
|---|---|
| ISSN: | 1743-9884 1743-9892 |
| DOI: | 10.1080/17439884.2024.2392114 |
