The pedagogical-technological divide and the elephant in the room
Jon Dron, Athabasca University, Canada
International Journal on E-Learning Volume 11, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Invited as a paper from E-Learn 2009
There is a widely held belief in e-learning circles that pedagogy must come before technology. In this paper it is argued that, not only is that not true, but that it is a weak distinction as pedagogies, insofar as they represent a set of techniques and tools for learning, are as much technologies as the computers, forums, virtual classrooms and institutional structures in which they are used. This perspective has some significant implications as to how we should research and use educational technologies. The nature of the relationship between different technologies is examined and some conclusions drawn about implications for educational research, and how technologies should be designed. A major outcome of this analysis is to consider the importance of factors apart from pedagogies and other technologies that lead to effective learning experiences. It is argued that this is the elephant in the room that is largely ignored in educational technology research.
Dron, J. (2012). The pedagogical-technological divide and the elephant in the room. International Journal on E-Learning, 11(1), 23-38. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from https://www.learntechlib.org/primary/p/33288/.
© 2012 Association for the Advancement of Computing in Education (AACE)
Kirsten Mikkelsen & Ali M. AL-Asadi, Department of Arts and Education, Grande Prairie Regional College, Canada
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 329–333
Does the use of the TPACK model enhance digital pedagogies: We don’t understand the present so how can we imagine the future?
Dorit Maor, Murdoch University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 531–540
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