Innovative educators, cutting-edge technologies, and moral coherence

This paper reports on the findings of an investigation into personal convictions, social structure, and relationships within the larger community that can influence the pedagogical reasoning of innovative teachers. The data was qualitatively analyzed using the Straussian Grounded Theory Method in order to articulate a substantive theory that aims to improve our understanding of knowledge creation when innovative teachers use emerging technology to improve their teaching and learning practice. The three core components of the resulting substantive theory are moral cohesion, innovation negotiations in context, and responsive governance as essential to innovative teachers' pedagogical efficacy when engaging with emerging technologies. The concept of moral cohesion is expanded upon and is the primary focus of this article.