Teaching through the cloud: An ethnography of the role of cloud‐based collaborative technologies in the formation of teachers' classroom practices

Abstract

Through an examination of ethnographic fieldwork data, this paper explores the ways in which cloud‐based collaborative technologies created by Google mediate (Latour 1994) teachers' discussions around, agreement of and enactments of their classroom practices. Bringing together concepts from actor‐network theory and literacy studies, this paper argues for greater consideration of the role(s) of increasingly‐used technologies in shaping teachers' practices and suggests a framework for exploring this issue further.