Exploring the role of digital technology in the BRIDGE school collaboration program in Indonesia and Australia: International formation and local enactments

This study examined the social construction of digital technologies in the BRIDGE program at international, regional, and local levels. These different levels of analysis pointed to a series of complex formations and enactments of digital technologies as the BRIDGE program moved from an (inter)national policy initiative typified by largely rhetorical claims of technology-driven changes to a locally-implemented program that involved limited uses of digital technologies by teachers and students. The thesis explored the shaping factors that constrained the realities of the BRIDGE program as enacted in schools and their implications for similar attempts to support school change through technology-based programs.