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Digital Enlightenment: The Myth of the Disappearing Teacher
ARTICLE

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Collected Essays on Learning and Teaching Volume 4, ISSN 2368-4526

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.

Citation

Longman, D. & Green, K. (2011). Digital Enlightenment: The Myth of the Disappearing Teacher. Collected Essays on Learning and Teaching, 4, 121-126. Retrieved June 16, 2019 from .

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