Digital Enlightenment: The Myth of the Disappearing Teacher

Autor/inn/en	Longman, David; Green, Kerie
Titel	Digital Enlightenment: The Myth of the Disappearing Teacher
Quelle	In: Collected Essays on Learning and Teaching, 4 (2011), S.121-126 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Teacher Student Relationship; Educational Technology; Technology Uses in Education; Foreign Countries; Computer Mediated Communication; Higher Education; Surveys; Teacher Education Programs; Teacher Role; Questionnaires; Interviews; Teacher Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Computerkonferenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Lehrerrolle; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	This paper argues that the emerging post-print digital culture of knowledge creation and dissemination in higher education is even more demanding of effective and committed teaching than hitherto. This may run counter to a widespread view that the digital environment reduces the need for a strong culture of teaching, to be replaced by an educational culture of independent, self-sufficient learners. However, evidence for the precariousness of this outlook is provided by many recent reports in the United Kingdom that have illustrated how the assumptions of a "digital natives" perspective on students and academics are largely inaccurate. While acknowledging the phenomenal expansion of the cultural horizon that has been afforded to students and academics in the post-print digital environment of university learning, the crucial role of the academic in the creative use of digital technology in teaching should not be underestimated, or higher education may be rendered incapable of supporting effective learning. To substantiate this viewpoint the paper presents preliminary data from a small-scale pilot survey of the take-up of information and communication technology (ICT) for teaching in our own School of Education. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01