Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

Digital Learning and the Changing Role of the Teacher

  • Hamish MacleodEmail author
  • Christine Sinclair
Living reference work entry
DOI: https://doi.org/10.1007/978-981-287-532-7_126-1

Introduction

Even though educational institutions have been key to the development of digital practices, teachers are sometimes regarded as late adopters, often with good reason (Cuban and Jandric 2015). At the start of the twenty-first century, there was little direct use of digital technology for teaching in schools or universities. However, teachers worked within cultures and societies already becoming reliant on digital technologies and increasingly defined by them.

Contemporary writing traces shifting relationships across teaching practices, digital mediation, and the influence of globalization. There are debates about the resulting impact on who teachers are, and what they (are able to) do, in the era of digital learning. The emergence of newer forms of technology to support and mediate the processes of teaching and learning has also led to a reexamination of the theoretical underpinnings of those practices – educational purposes, values, and structures – and the forms of...

Keywords

Digital Technology Digital Learning Massive Open Online Course Video Lecture Massive Open Online 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

References

  1. Chickering, A. W., & Gamson, Z. (1991). Applying the seven principles for good practice in undergraduate education. San Francisco: Jossey-Bass.Google Scholar
  2. Cuban, L., & Jandric, P. (2015). The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media, 12(3–4), 425–439.CrossRefGoogle Scholar
  3. Garrison, D., & Anderson, T. (2003). E-Learning in the 21st century. London: RoutledgeFalmer.CrossRefGoogle Scholar
  4. Gibbs, G. (2014). Students do not necessarily know what is good for them. 53 powerful ideas all teachers should know about: Staff and Educational Development Association. Retrieved from http://www.seda.ac.uk/resources/files/publications_156_11%20Students%20do%20not%20necessarily%20know%20what%20is%20good%20for%20them.pdf
  5. King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.CrossRefGoogle Scholar
  6. Ong, W. (2012/1982). Orality and literacy: 30th anniversary edition. Oxon: Routledge.Google Scholar
  7. Pettit, T. (2012). Media dynamics and the lessons of history: The “Gutenberg parenthesis” as restoration topos. In J. Hartley, J. Burgess, & A. Bruns (Eds.), A companion to new media dynamics. Malden/Oxford: Wiley-Blackwell.Google Scholar
  8. Siemens, G. (2012). MOOCs are really a platform. Retrieved from http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/
  9. Sinclair, C., & Macleod, H. (2015). Literally virtual: The reality of the online teacher. In P. Jandric & D. Boras (Eds.), Critical learning in dinital Networks. New York: Springer.Google Scholar
  10. Wegerif, R. (2013). Dialogic: Education for the internet age. London: Routledge.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  1. 1.University of EdinburghEdinburghUK