The Textual Coordination of Teachers’ Decision-Making Regarding the Use of Digital Technologies: An Institutional Ethnographic Study of a Melbourne Secondary School

This study examined the complexity of secondary school teachers' work, particularly their decision-making regarding using digital technologies in professional practices. The study employed institutional ethnography as a theory and methodology. It integrated Fairclough's (1993) Critical Discourse Analysis (CDA) as an additional analytical tool to examine five teachers’ perspectives at a public secondary school in Melbourne, Australia. Teachers’ voices played a critical role in this inquiry to explore how their experiences and practices are coordinated and shaped by regulatory policy texts. The findings of the teachers' talk revealed the professional requirements for the teachers, as frontline workers in education, to align their work with institutional policy imperatives.