Digital Enlightenment: The Myth of the Disappearing Teacher

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 cu...

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Bibliographic Details
Published inCollected essays on learning and teaching Vol. 4; pp. 121 - 126
Main Authors Longman, David, Green, Kerie
Format Journal Article
LanguageEnglish
Published Society for Teaching and Learning in Higher Education 2011
Subjects
Computer Mediated Communication
Educational Technology
Foreign Countries
Higher Education
Interviews
Questionnaires
Surveys
Teacher Attitudes
Teacher Education Programs
Teacher Role
Teacher Student Relationship
Technology Uses in Education
Wales (South)
United Kingdom (Wales)
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Summary: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.
ISSN:2368-4526