Displacing Student–Teacher Equilibrium in Virtual Learning Environments

Abstract

A great catalyst causing considerable change in our 21st century classrooms is the recent implementation and usage of the now ubiquitous computer; this new technological innovation in the secondary school classroom has had a tremendous over-riding effect on traditional learning environments. With digital technologies supplanting older ones, the computer has had an impact within schools. Not only are computers instrumental in the creation of virtual learning environments, but also within these new environments they also affect student-teacher social dynamics. Consequently, what are being altered are the learning environments themselves as well as the pedagogical and social relationships forged between educators and their pupils.In the new virtual classrooms, frequently educators rely on their "techsavvy" students for technical assistance while these "whiz kids" often have developed digital competence far surpassing their teachers (Black, 2002;Negroponte, 1995;Tapscott, 1998). However, it is often assumed (and hoped) that teachers in training have systematically developed a rich and extensive knowledge base in their area of technological expertise before being professionally hired to disseminate their knowledge to future students. Unfortunately, this is not the case. With the rapid change from analog to digital technologies within the last decade, with the embracement of many of these new technologies within educational institutions, and with the swift technological advancements perpetually occurring, many teachers find themselves in complex and tenuous situations. Both new and experienced educators have an extremely difficult time obtaining proper training in order to keep abreast of digital technologies in the schools.In this chapter I will discuss case study research in which I examined the relationships between teachers and students in virtual learning environments (Black, 2002). For this study, I interviewed both educators and pupils in order to obtain their perceptions of the complex interactions and dynamics they have forged. One of the teachers I interviewed, Mr. Ross observes that good technology teachers obtain much respect because the prevalent student attitude is that mastering technology is not only important but also "cool". The ideal situation is for teachers to have acquired a firm foundation studying computers and technology at university. The condition for this model foundation is superb technological teacher training at a teacher's college; one can then supplement 497

Untitled

“…Black, 2006). I can anticipate many of the assumptions and strategies that go into game play in general.…”