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last separates it from pedagogy, making us susceptible to technological or pedagogical determinism (i.e. where technology is seen either as the driving force of change or as a set of neutral tools). In this paper, I present a model of entangled pedagogy that encapsulates the mutual shaping of technology, teaching methods, purposes, values and context. Entangled pedagogy is collective, and agency is negotiated between teachers, students and other stakeholders. Outcomes are contingent on complex relations and cannot be determined in advance. I then outline an aspirational view of how teachers, students and others can collaborate whilst embracing uncertainty, imperfection, openness and honesty, and developing pedagogical knowledge that is collective, responsive and ethical. Finally, I discuss implications for evaluation and research, arguing that we must look beyond isolated ideas of technologies or teaching methods, to the situated, entangled combinations of diverse elements involved in educational activity.
Tim Fawns (Sat,) studied this question.
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