Oliver McGarr

Professor

University of Limerick

Ireland

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Oliver McGarr is a Professor at the University of Limerick in Ireland. His research focuses on digital technology in education, examining issues related to digital competence, leadership, and the impact of technology on teaching and learning. Recent publications include works addressing the human and environmental costs of digital use in educational settings and the role of educators in navigating the digital landscape.

Oliver McGarr

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Articles (18)

The Postdigital Divide

Critically reflecting on the human and environmental costs of digital technology use in education: considering the role of leadership and school culture

Teacher educators’ discursive enactment of professional digital competencies

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

Teacher educators' views and responses to digital distraction in pre-service teacher education

Exploring and reflecting on the influences that shape teacher professional digital competence frameworks

‘Hitting a brick wall’: using conceptual metaphorical theory to explore teachers’ conceptions of learning in Computer Science

What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools

Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’

What is caught rather than taught: messages of professionalism communicated by teacher educators

Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework

Investigating student teachers’ responses to including sustainable development as part of their professional digital competence development

By-passing teachers in the marketing of digital technologies: the synergy of educational technology discourse and new public management practices

An Investigation of Preservice Teachers’ Apprenticeship of Observation Through a Lens of Autobiographical Memory

Continuity, change and challenge: unearthing the (fr)agility of teacher education

Students’ perceptions of lecturer power and authority in a higher education PBL business programme

An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’

Comparing discourses on reflective practice in teacher education policy in Ireland and Norway: critical reflection or performance management?

Collaborators (5)

Raymond Lynch

Bård Ketil Engen

Diarmaid Lane

Rachel Lenihan

Ciarán Ó Gallchóir

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