Negotiated technological consciousness: a process model of technological literacy transfer in technology teacher communities

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Introduction This study examines technological literacy transfer within technology teacher communities in Thailand, arguing that technological literacy should be understood not merely as technical competence, but as a socially mediated and pedagogically negotiated process shaped by structural conditions, teacher agency, and critical reflection. Methods A sequential exploratory mixed-methods design was employed. Phase 1 used constructivist grounded theory to explore how teachers negotiated technological literacy practices within educational contexts. Data were collected through semi-structured in-depth interviews and classroom observations with 21 purposively selected technology teachers, while Phase 2 applied structural equation modeling (SEM) to validate the relationships among the identified constructs using data collected from 246 teachers across multiple educational sectors in Thailand. Results The findings indicate that technological literacy transfer emerged through the interaction between structural conditions, teacher identity, pedagogical processes, and collaborative practices within technology teacher communities. The structural equation model demonstrated acceptable fit with the empirical data ( χ 2 /df = 1.53, RMSEA = .047, CFI = 1.00). Professional learning networks significantly influenced teacher identity ( β = .81, p < .01) and the technological literacy transfer process ( β = .34, p < .01). The study developed the “Negotiated Technological Consciousness” model, which explains how teachers and learners critically interpret and reconstruct the social, ethical, and political dimensions embedded within technological systems. Discussion The findings suggest that technology teacher communities function as collaborative and reflective spaces that support critical pedagogical practices and negotiated forms of technological literacy. The dominant path coefficient (PLN → TID, β = .81) constitutes a major policy finding: a teacher's critical orientation toward technology is shaped far more by organic peer communities than by top-down mandates, implying that governments must prioritize funding professional learning networks over static certification programs. Technological literacy is therefore better understood as a dynamic process of meaning-making and critical engagement rather than the transmission of technical skills alone.

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Related topics: Teacher Education and Leadership Studies · Science Education and Pedagogy · Global Educational Policies and Reforms