A grounded theory analysis of factors shaping teachers' artefact ecologies: An investigation into the application of Minecraft within schools

This study explored how school teachers use Minecraft Education and what contextual factors shaped their ed-tech practice around this specific technology. It was found that ed-tech adoption is not just about the tool itself but how teachers understand and interact with them based on their environment. Teachers' interpretive layer acts as a link between the tool and the teaching context. The way the teachers used these tools was influenced by their beliefs, collaboration with other stakeholders, school infrastructure and culture, and larger forces like big tech companies or government rules or resources.