Studying technoresiliency to improve technology-enriched teaching and learning (TETL):

By attempting to understand and document how schools that are classified as resilient in their use of technology have been able to overcome risk factors (e.g., budgetary constraints, a lack of resources, a lack of training, technological support issues), my work attempts to formulate a greater understanding of how to enable a capacity for building social professional practice related to technology-enriched teaching and learning (TETL) in schools that have a desire to build capabilities in this area.

Taking a positive approach to TETL:

The focus on the protective factors and identified resilient professional practices, instead of on well documented and commonly cited risk factors and barriers that impede the effective integration of TETL, represents a distinguishing feature of studying technoresiliency.