Bridging culture and technology: Supporting teachers in developing culturally responsive pedagogies for technology integration

Successful integration of technology in education is essential for preparing students for the twenty-first century and life-long learning. However, integrating technology in schools remains challenging, partially due to socio-cultural conflicts which may undermine efforts to achieve digital equity. Despite its importance, little research exists on supporting teachers in balancing cultural and traditional considerations and promoting digital equity. To address this gap, we analyzed the discourse of 17 ultraorthodox teachers, a community characterized by strict regulations on technology, who participated in a professional development program grounded in cultural-historical activity theory (CHAT), designed to support them in developing culturally responsive pedagogies for technology integration. We identified two routines that enabled teachers to mitigate socio-cultural challenges arising from their efforts to integrate technology into their instruction: adapting elements of their activity systems and leveraging existing opportunities and strengths within their community. These routines supported teachers' transformative agency and enabled them to adhere to an asset-based perspective and develop culturally responsive pedagogies for technology integration. Internalization of these routines required multiple successful experiences, while unsuccessful experiences led to frustration and resistance. Our findings highlight the potential of CHAT-based formative interventions in expanding teachers' practices in embracing technology integration while navigating socio-cultural conflicts. • Contradictions prevented teachers from embracing educational technologies. • Two routines supported teachers in mitigating tensions in their activity systems. • Engagement in these routines enabled developing culturally responsive practices. • Inability to engage in these routines became a barrier to technology integration.