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Publication Title

English Teaching: Practice & Critique

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digital literacy, TPACK, authoritative discourse, critical digital literacy, C-TPACK, dominant discourse


The purpose of this study was to examine teacher decisions surrounding opportunities for student voice, experiences and beliefs in digital classroom communities. The teachers’ decisions reflect monologic rather than dialogic teacher pedagogies which prompted the authors to ask the following question: What led to these teacher-centered practices in digital environments? Authoritative discourses in school policies and a missing connection between critical pedagogies and teachers’ technology practices are examined in light of teachers’ decisions to engage in monologic and/or dialogic teaching practices. The authors propose professional development and research that emphasize pedagogy that supports student voice as foundational to practices involving digital literacies. Examination of the teachers’ decisions showed monologic practices void of student opportunities to critically engage in digital environments. Dominant discourses imposed through protectionist and digital citizenship policies of schools as well as lack of opportunity through professional development to connect critical pedagogy to technology impacted the teachers’ decisions. Current research surrounding teachers’ digital literacies uses the TPACK framework to examine technology integration practices. Missing is a critical component that addresses and works to dismantle the dominant discourses and power structures in digital communities (Hosek, 2018). The authors build on research in critical digital literacies to argue for adding the critical missing “C” into the TPACK framework (C-TPACK) to move researchers and educators to consider pedagogies that examine ideologies at work in digital communities to provide opportunities for student voice.

Keywords: Digital literacy, TPACK, Authoritative discourse, C-TPACK, Critical digital literacy, Dominant discourse