Abstract
This chapter discusses changes in teaching and learning that have emerged with ongoing innovation and revolution in the field of digital technologies. Such a topic has captured the attention and imagination of numerous researchers and commentators for many decades. While key terms like transformation are routinely used to describe ongoing potential for organisational, systemic and individual change, we argue that much of education has already been transformed driven by innovations with digital technology. This shift presents both challenges and opportunities for teachers and students alike and it impacts other stakeholders such as administrative staff and society at large. Transformation can also be characterized in terms of emphasis on skills over mastery of content; it can also be characterized in terms of a growing need for global competencies associated with digital literacy, global citizenship and intercultural communications. In framing this chapter, we draw from a discourse on futures thinking in which the key trajectories of change are discussed within the broad context of the global education sector. To validate such futures positioning, we begin with some historical perspective in which we highlight prominent moments in the digital revolution. Diversity in shifts in pedagogical practice is illustrated by two case studies, one located in Indonesia and one in Australia.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abraham, R. R., & Komattil, R. (2017). Heutagogic approach to developing capable learners. Medical Teacher, 39(3), 295–299.
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher (Education ed.). Austin, Texas: The New Media Consortium.
Alan, K. M. A., Altman, Y., & Roussel, J. (2008). Employee training needs and perceived value of training in the pearl river delta of China: A human capital development approach. Journal of European industrial training, 32(1), 19–31.
Ahmed, M., Wang, L., Meng, H., & Khan, Q. (2012). Education and training for rural transformation: Skills, jobs, food and green future to combat poverty. Beijing: Beijing Normal University Publishing Group.
Anderson, T. (2016). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emergence and innovation in digital learning—Foundations and applications (pp. 35–50). Athabasca, Canada: AU Press.
Anderson, T. (Ed.). (2011). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.
Association of South East Asian Nations (ASEAN). (2015). The ASEAN ICT Masterplan 2020. ASEAN. http://www.asean.org/storage/images/2015/November/ICT/15b%20–%20AIM%202020_Publication_Final.pdf.
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.
Bell, M., Martin, G., & Clarke, T. (2004). Engaging in the future of e-learning: a scenarios-based approach. Education +Training, 46(6/7), 296–307. https://doi.org/10.1108/00400910410555204.
Bellanca, J., & Brandt, R. (Eds.). (2011). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press.
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87.
Blackall, L. (2009). Open educational resources and practices. Journal of e-Learning and Knowledge Society, 3(2). https://doi.org/10.20368/je-lks.v3i2.249.
Bowles, M. (2017). Learning 4.0: Trends to Watch in 2017. https://www.slideshare.net/marcbowles/learning-40-trends-to-watch-in-2017.
Cope, B., & Kalantzis, M. (2015). Interpreting evidence-of-learning: Educational research in the era of big data. Open Review of Educational Research, 2(1), 218–239.
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 2012(3).
Davis, S. (2015). Transformative learning: Revisiting Heathcote and Vygotsky for the digital age.
Deasyanti, & Shaw, G., (2014). Student perspectives on learning environment: Factors affecting their satisfaction and emotions in school. In Paper presented in the 4th Asian Conference on Psychology and Behavioural Sciences, Osaka, Japan, 27–30 March 2014. http://iafor.org/conference-proceedings-the-fourth-asian-conference-on-psychology-and-the-behavioral-sciences-2014/.
Dilworth, R. L., Boshyk, Y., Boshyk, Y., & Dilworth, R. (Eds.). (2010). Action learning and its applications. London: Palgrave Macmillan.
Dirckinck-Holmfeld, L., Hodgson, V., & McConnell, D. (Eds.). (2011). Exploring the theory, pedagogy and practice of networked learning. Springer Science & Business Media.
Downes, S. (2014). Connectivism as learning theory. Half an hour (personal blog). http://halfanhour.blogspot.com.au/2014/04/connectivism-as-learning-theory.html.
Friesen, N. (2005). Interoperability and learning objects: An overview of e-learning standardization. Interdisciplinary Journal of Knowledge and Learning Objects, 1(1), 23–31.
Friesen, N. (2009). Re-thinking E-learning research: Foundations, methods, and practices. Counterpoints—Studies in the postmodern theory of education (Vol. 333). New York: Peter Lang Publishing.
Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C., Herodotou, C., Hod, Y. … Whitelock, D. (2017). Innovating Pedagogy 2017—Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6.
Gardner, H. (2011). Five minds for the future. In J. Bellanca & R. Brandt (Eds.), 21st Century skills: Rethinking how students learn (pp. 9–30). Bloomington, IN: Solution Tree Press.
Garrison, D. R., & Akyol, Z. (2009). Role of instructional technology in the transformation of higher education. Journal of Computing in Higher Education, 21(1), 19.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5–9.
Gibson, I. W. (2001). At the intersection of technology and pedagogy: Considering styles of learning and teaching. Journal of Information Technology for Teacher Education, 10(1–2), 37–61.
Gleick, J. (2011). The information: A history, a theory, a flood. New York, NY: Pantheon.
Hanna, D. E., & Latchem, C. (2002). Beyond national borders: Transforming higher education institutions. Journal of Studies in International Education, 6(2), 115–133.
Heyneman, S. P. (2003). Education and social cohesion. Encyclopedia of education, 6, 2242–2250.
Herrington, J. (2009). Authentic e-learning in higher education. In 1st International Conference of e-Learning and Distance Education, Riyadh, Saudi Arabia. http://researchrepository.murdoch.edu.au/7254/.
Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 44–49.
Hwang, G. J. (2014). Definition, framework and research issues of smart learning environments—a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(1), 492–514.
Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of technology and teacher education, 13(2), 277.
Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3). Retrieved from http://ac-journal.org/journal/vol5/iss3/special/jones.pdf.
Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.
Kellner, D. (2004). Technological transformation, multiple literacies, and the re-visioning of education. E-Learning and Digital Media, 1(1), 9–37.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koper, R. (2014). Conditions for effective smart learning environments. Smart Learning Environments, 1(1), 90–117.
Kumar, S., & Ahmad, S. (2007). Meaning, aims and process of education. Delhi: university of Delhi.
Kurzweil, R. (2005). The singularity is near: When humans transcend biology. Penguin.
Laurillard, D. (2008). Open teaching: The key to sustainable and effective open education. In Toru Iiyoshi & M. S. Vijay Kumar (Eds.), Opening up education: The collective advancement of education through open technology, open content, and open knowledge (pp. 319–336). Cambridge, MA: MIT Press.
Laurillard, D. M. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.
Lewin, D., & Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35, 235–240. https://doi.org/10.1007/s11217-016-9514-7.
Luckin, R., Clark, W., Avramides, K., Hunter, J., & Oliver, M. (2017). Using teacher inquiry to support technology-enhanced formative assessment: A review of the literature to inform a new method. Interactive Learning Environments, 25(1), 85–97.
Manches, A., Bligh, B., & Luckin, R. (2012). Decoding learning: The proof, promise and potential of digital education. UK: NESTA.
Mason, J., & Pillay, H. (2015). Opening digital learning to deeper inquiry. In M. Ally & B. Khan (Eds.), The international handbook of E-learning (Vol. 2, pp. 1–10)., Implementation and case-studies New York, NY: Routledge.
Mason, J., Khan. K., & Smith S. (2016). Literate, numerate, discriminate—Realigning 21st century skills. In W. Chen et al. (Eds.). Proceedings of the 24th International Conference on Computers in Education (pp. 609–614). India: Asia-Pacific Society for Computers in Education.
McGaw, B. (2013). Developing 21st century competencies through disciplines of knowledge. International Symposium on Education and 21st Century Competencies, Muscat, Oman: Australian Curriculum, Assessment And Reporting Authority (ACARA). Retrieved from https://acaraweb.blob.core.windows.net/resources/Developing_21st_century_competencies_Prof_Barry_McGaw.pdf.
Noguchi, F., Guevara, J. R., & Yorozu, R. (2015). Communities in action: Lifelong learning for sustainable development. Hamburg: UNESCO Institute for Lifelong Learning.
Pasquale, F. (2015). The black box society: The secret algorithms that control money and information. Cambridge, MA: Harvard University Press.
Pellini, A. (2016). Indonesia’s PISA results show need to use education resources more efficiently. The Conversation. http://theconversation.com/indonesias-pisa-results-show-need-to-use-education-resources-more-efficiently-68176.
Pierre, G., Sanchez Puerta, M. L., Valerio, A., & Rajadel, T. (2014). STEP skills measurement surveys: innovative tools for assessing skills.
Roseth, V. V., Valerio, A., & Gutierrez, M. (2016). Education, skills, and labor market outcomes. World Bank Group. Retrieved February 15, 2017, from https://openknowledge.worldbank.org/bitstream/handle/10986/24276/Education00ski0reas0in0120countries.pdf.
Salomon, G. (2002). Technology and pedagogy: Why don’t we see the promised revolution? Educational technology, 42(2), 71–75.
Sclater, N. (2008). Web 2.0, personal learning environments, and the future of learning management systems. Research bulletin, 13(13), 1–13.
Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., & Koh, E. (2016). Innovating Pedagogy 2016. Exploring new forms of teaching, learning and assessment, to guide educators and policy makers (Open University Innovation Report No. 5). London, UK: Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf.
Shaw, G. (2012). Education for rural transformation through principals’ professional development in Indonesia. In V. Chinapah, L. Wang (Eds.), Strategies to achieve balanced inclusive educational development: Equity-quality-internationalization (pp. 159–180). universitetservice, Stockholm-Sweden, and UNESCO-INRULED, Beijing, China.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. http://www.elearnspace.org/Articles/connectivism.htm.
Snyder, S. (2013). The simple, the complicated, and the complex: Educational reform through the lens of complexity theory. OECD Education Working Papers (96), 0_1.
Soland, J., Hamilton, L. S., & Stecher, B. M. (2013). Measuring 21st century competencies—Guidance for educators. Asia Society & RAND Corporation. Retrieved from https://asiasociety.org/files/gcen-measuring21cskills.pdf.
Steeples, C., Jones, C., & Goodyear, P. (2002). Beyond e-learning: A future for networked learning. Networked learning: Perspectives and issues (pp. 323–341). London: Springer.
Suryaratri, R. D., Shaw, G. (2014). Indonesian primary school students’ perceptions on academic help-seeking behaviour. In PR Paper presented in The Asian Conference on Psychology and the Behavioral Sciences, Osaka—Japan 27–31 March 2014. http://iafor.org/conference-proceedings-the-fourth-asian-conference-on-psychology-and-the-behavioral-sciences-2014/.
Thomas, L. G., & Knezek, D. G. (2008). Information, communications, and educational technology standards for students, teachers, and school leaders. In International handbook of information technology in primary and secondary education (pp. 333–348).
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150.
Tuomi, I. (2013). Open educational resources and the transformation of education. European Journal of Education, 48(1), 58–78.
UNESCO. (2017). Education for sustainable development goals. Paris: UNESCO.
UNESCO. (2005). Understanding education quality. Paris: UNESCO.
US Department of Education, Office of Educational Technology. (2016). Future ready learning—Reimagining the role of technology in education (National Education Technology Plan). Washington DC: Office of Educational Technology. Retrieved from https://tech.ed.gov/files/2015/12/NETP16.pdf.
Virilio, P. (2005). The information bomb. (C. Turner, Trans.). London, UK: Verso.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted learning, 29, 403–413. https://doi.org/10.1111/jcal.12029.
Wyckoff, A. (2016). Digital economy: Why a brighter future could be in our pocket. Retrieved February 14, 2017, from http://www.oecd.org/sti/digital-economy-a-brighter-future-could-be-in-our-pocket.htm.
Zhu, Z.-T., Yu, M.-H., & Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(4). https://doi.org/10.1186/s40561-016-0026-2.
Zuboff, S. (2015). Big other: Surveillance capitalism and the prospects of an information civilization. Journal of Information Technology, 30, 75–89. https://doi.org/10.1057/jit.2015.5.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Mason, J., Shaw, G., Zhang, D. (2019). Shifting Pedagogies and Digital Technologies—Shaping Futures in Education. In: Yu, S., Niemi, H., Mason, J. (eds) Shaping Future Schools with Digital Technology. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9439-3_12
Download citation
DOI: https://doi.org/10.1007/978-981-13-9439-3_12
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-9438-6
Online ISBN: 978-981-13-9439-3
eBook Packages: EducationEducation (R0)