A Discourse Analysis of Teacher Practices with Spreadsheet Algebra Programs: A Focus on Boundary Objects.

The ways teachers converse about their work in relation to information and communications technologies(ICTs) are worth studying. We analyse how a teacher converses about her local practices in relation totwo spreadsheet algebra programs (SAPs) on variables. During the conversations we noticed that theteacher keeps different policy documents – boundary objects – firmly in view, in relation to the design ofthe two other boundary objects, namely the two SAPs. The policy documents provide details on theoperative curricula which entail the intended, implemented and examined curricula. Of these curricula,the teacher regarded the examined curriculum and associated examinations as most important. Also, sheconversed about how she intends to align the design features of the two SAPs with particular policydocuments, especially in the context of the South African high-stakes National Senior Certificateexaminations and the attendant examination pressure. Our results confirm current professionaldevelopment (PD) literature suggestions that emphasise fostering coherence, for example between policyboundary objects details and what university-based PD providers do when they interact with schoolteachers.