Abstract
Digitalization and service innovation of the public sector affect the human labor of workers, such as teachers, in unexpected ways, and a new army of IT service workers has moved into their workspaces to provide services and support. In this chapter, we argue, with examples from the field of education, that practitioners cannot rely on help from IT service workers but need to become technologically literate and learn how to cope with technological breakdowns.
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Notes
- 1.
Technucation was a research project that ran from 2011 to 2015 in Denmark (see Hasse 2017).
- 2.
In the Technucation project, we had many other examples of impotence where practitioners (nurses or teachers) expressed frustrations similar to Brian’s when their practice was interrupted due to technological breakdowns and they did not know how to deal with the situation (Søndergaard and Hasse 2012; Hasse 2017).
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Tafdrup, O.A., Andersen, B.L., Hasse, C. (2019). Learning to Interpret Technological Breakdowns: A Path to Technological Literacy. In: Toivonen, M., Saari, E. (eds) Human-Centered Digitalization and Services. Translational Systems Sciences, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-13-7725-9_8
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