Transforming frameworks: new approaches to CCTs and the pursuit of educational equity

Teacher educators throughout the world are increasingly under pressure to develop educational programs and school-based relationships which respond simultaneously to the multiple consequences of changed and changing technologies, new understandings of identity (what it means to be a teacher and a student) and persistently uneven pattems of educational (and social) success. Responses to these challenges regularly draw upon computer and communication technologies (CCTs) in the sometimes optimistic belief that this will improve the chance of any educational reform having a positive impact on students at risk of educational alienation and failure. Unfortunately, the gap between the hopeful embrace of technology and the actual outcomes delivered by technologically mediated educational innovations is often quite considerable. This paper investigates the kinds of educational conversations that are necessary to allow us to move beyond these optimistic adoptions of technology to address long standing patterns of educational success and failure and outlines a framework for transformative work in this area.<br />