Book Review: Designing Teaching and Learning for a Digital Age (original) (raw)
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Being a digital teacher: myths, dilemma and challenges for 21st century teachers
Since Prensky has postulate the division between "Digital Natives" and "Digital Immigrants" in his famous article (Prensky, 2001), the worldwide educational community has been trying to identify itself as one or another. Being an "Immigrant" is something uncomfortable for many teachers because the immigrant word expresses the idea of a person who leaves one country and wants to settle permanently in another. Teachers are placed where they must be: in the students' world. In other words, they are "native". Teachers exist to work with students. Together they jointly play choreography in order to achieve their goals: one wants to teach, the other wants to learn. There is no teaching process disconnect to the learning process. One role needs the other; one process depends on the other. Technology is a powerful tool. But it is still a tool to be learned as any other tool we have learned to use in our face-to-face or virtual classes. Prensky' striking article has been promoting broad reflection in the academic community and has had effects beyond the Educational field. Prensky's work has won repercussions, followers, and opponents. The goal of our paper is to discuss concepts related to the original work of Prensky in 2001 as well as to his other contributions to the present day. We also contrast and discuss ideas presented by other authors such as Sue Bennett and Karl Matton. These authors have joined the community of academics that have been arguing about this overwhelming idealization. In addition, we discuss the myths, dilemmas, and challenges that teachers from the 21 st century should consider when working with the current generation of students. It is unquestionable that these students are immersed in digital technologies and constantly connected to and dependent of the Internet. They are also used to solve their problems related to communication, leisure, and relationships over the Web in front of a digital monitor screen. Moreover, these students often have poor critical training for the use of these digital technologies as well as they do not understand the potential these technologies have for helping the development of their Education. To change this scenario and improve the use of such technological and digital resources, and teacher's formation need to be better in order to help them to choose what kind of resources they want to use for teaching and learning process organization. Our paper sheds some light on the ocean of ideas about the meaning of becoming a digital teacher and offers a critical analysis about which aspects should be considered when one wants to become such a teacher.
Moving Teaching and Learning into the Digital Era
Digital learners, who are now entering schools and universities, have learning expectations, styles, and needs different from past students. Today's Gen-Z communicates in a language that older generation may not fully understand; the aforementioned learners have a vernacular of their own. It's an ever-evolving language of interpretation and expression, an interactive approach to learning, creating and responding to information through a complex montage of images, sound, and communication. Students are pushing learning into a new dimension. It's a mistake to continue to try to teach these learners in time-worn ways. Their choices of communication need to be diversified to encompass visual interpretations of texts and historical figures. Vast challenges have arisen and the impact of technology on the socioeconomic landscape is becoming more significant. Gen-Z takes advantage of the enormous resources of the Web, transforming what they find there by using digital technologies to create something new and expressive. More advanced and specialized courses could also be converted, although some level of face-to-face contact is necessary to master such material. Unless teachers are trained to expect and accept content gathered through social networks with emphasis on teaching students how to check validity and reliability of the web, the full power of the digital natives cannot be released or expanded. Educators have to adjust their teaching styles to accommodate a new generation of Gen-Z. This paper, which is a predominantly theoretical one, maintains that creative thinking and a firm commitment are needed to move teaching and learning into the digital age.
Online Professional Development Practices
The shift to teaching online is not straightforward, and faculty new to online teaching needed to be adequately prepared and supported to ensure quality courses and successful student learning outcomes. This chapter outlines both the theoretical and practical influences that informed the teaching of a successful online course. These elements are reflected on and analysed in order to provide recommendations for future professional learning programmes. These recommendations include encouraging faculty members to reflect on their beliefs and values, helping motivate them to make the necessary changes to their teaching practice, ensuring that they are informed about digital age learning theory, and providing ongoing support for both the pedagogical and practical aspects of online teaching.
Teaching with (Digital) Technology
This chapter focuses on three interrelated issues which form the basis for most debates concerning technology in education. The first issue is centered on digital technologies’ effect on teaching and learning. The second issue centers on how to make the most effective use of digital technologies in teaching and learning. The third big issue in educational technology debates focuses on teacher professional development, and how to best prepare teachers to teach with digital technologies. No matter whether or how you believe technologies affect thinking and learning, no matter what you think their most appropriate uses in schools are, no matter what (combination of) methods you believe will best prepare teachers to use technologies in their classrooms, it is clear that digital technologies can no longer be viewed as optional tools, available to only a small proportion of the world’s teachers and students. This chapter should help you to begin thinking about where you stand on these fundamental issues.
BE A DIGITAL TEACHER: MYTHS, DILEMMA AND CHALLENGES FOR 21RST TEACHERS
Since Prensky has postulate the division between "Digital Natives" and "Digital Immigrants" in his famous article , the worldwide educational community has been trying to identify itself as one or another. Being an "Immigrant" is something uncomfortable for many teachers because the immigrant word expresses the idea of a person who leaves one country and wants to settle permanently in another. Teachers are placed where they must be: in the students' world. In other words, they are "native". Teachers exist to work with students. Together they jointly play choreography in order to achieve their goals: one wants to teach, the other wants to learn. There is no teaching process disconnect to the learning process. One role needs the other; one process depends on the other. Technology is a powerful tool. But it is still a tool to be learned as any other tool we have learned to use in our face-to-face or virtual classes. Prensky' striking article has been promoting broad reflection in the academic community and has had effects beyond the Educational field. Prensky's work has won repercussions, followers, and opponents.
TECHNOLOGY ENHANCED LEARNING. TEACHING AND LEARNING IN THE DIGITAL AGE
Abstract: This paper is about the challenges that technology, new media and the Internet have made on education forcing it to become more flexible. ICT development has offered the possibility to embed technology in the learning environments as it is widely known that students use it to communicate on daily basis. The modern educational methods incorporate new technology and new media in a more personalized, interactive and flexible delivery for a more efficient learning achievement. In the study titled Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology, Diana Laurillard analyses the impact of the technology development on education which according to her was rather a ”shock” (Laurillard 2012, 2) that forced the educational system to adapt and embed it for better learning outcomes applying to all forms of knowledge: analytical, experiential, experimental. According to Collins and Halverson in the volume Rethinking Education in the Age of Technology. The Digital Revolution and Schooling in America, ICT development started the ”Knowledge Revolution” in view of the fact that ”technology is moving education out of schools and into homes and workplaces” (Colllins, Halverson 2009,6) . Keywords: Flexible Learning, Personalized and Collaborative Learning, Participatory Learning, E-learning, Web of Learning
Preparing learners for a digital world
2009
Effective Practice in a Digital Age is designed for those in further and higher education whose focus is on designing and supporting learning: academic staff, lecturers, tutors and learning support staff, facilitators, learning technologists and staff developers. What unites this diverse group is their interest in enhancing the quality of learning and teaching, and a curiosity about how technology can assist them. Much has changed since the publication of Effective Practice with e-Learning3 (JISC, 2004)–the first edition of this guide. National ...
Contemporary Engineering Sciences, 2022
Until relatively recently, the norm in a school, high school or university class was for the teacher to enter the classroom and begin to give the lesson with a view to a theoretical exam. This is known as teaching or rote learning. The student must retain in memory the knowledge on which he is going to be examined after some time. But with the massive integration of Digital Technology (DT) today, which is very present in almost all areas of life, this methodology is becoming somewhat outdated (1). This does not mean that it is necessarily obsolete, but that it must be adapted to the circumstances prevailing in today's world. But all change entails risks, and in some cases, these can get out of hand. We must learn to coexist with technological progress without it having a pitiful impact on the most sensitive fiber of society and on the most economically disadvantaged sectors. A balance must be sought between technology and education so that they do not harm each other.