The Perception of Teachers and Technology in Polish Policy Documents Devoted to Information and Communication Technologies in Education
The Perception of Teachers and Technology in Polish Policy Documents Devoted to Information and Communication Technologies in Education

Summary/Abstract: The article analyses how teachers and technology are presented in Polish policy documents concerning education. Using critical discourse analysis and corpus analysis, the authors identified three main themes: infrastructure deficiencies, insufficient digital competences of teachers, and online security threats. Teachers are portrayed as unprepared for technological challenges, requiring constant training, but at the same time remaining an essential part of the education system. The documents call for a redefinition of their role – from experts to mentors or guides in the learning process. Technology is presented as an independent force driving social and educational development, capable of solving key problems in education. However, the authors point out that this dominant discourse does not take into account the social and institutional context of the changes taking place, which leads to a simplified picture of the relationship between education and technology. The text draws attention to the lack of critical reflection on technology as a socially conditioned phenomenon – instead, it is accepted as an independent, self-sufficient force, detached from the interests and activities of specific entities.

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