Smart teachers in smart schools in a smart city: teachers as adaptive agents of educational technology reforms

Abstract

This study raises a critical question: ‘what does it mean to be smart teachers in the era of technology?’. To provide a concrete and comprehensive answer, the authors analyse multiple discourses revolving around SMART education, an education technology reform initiative in South Korea. This article critically examines the significance of SMART education as dominant discourse to shed light on the formation of smart teachers. The results show that SMART education is conceptualised as ‘panacea’ that can practically solve all kinds of educational problems, which leaves no choice for teachers but to accept it. The authors also analyse teachers’ perceptions and practices by drawing on interviews conducted in a Korean smart city, where the SMART education was first enacted. It is argued that smart teachers are supposed to be ‘adaptive’ to survive by proving themselves as ‘compatible’. This article concludes that it is necessary to imagine more diverse versions of smart teachers.