Teaching 2.0: (re)learning to teach online

Abstract

PurposeThe purpose of this paper is to document and analyse the author's first two years of developing a pedagogy that meaningfully incorporates the content creation and social collaboration functions of digital technologies.Design/methodology/approachThis paper uses self‐study methodology to describe, interpret, and challenge excerpts from the author's teaching journal to develop warranted assertions for how and why digital technologies are used in particular ways during undergraduate and graduate level courses.FindingsOne finding of the paper is the relative ease with which the author slipped into a comfort zone of using digital technologies in rather superficial ways, since the major hurdle of ubiquitous access that he had previously encountered was removed due to the fact he was now teaching at a mobile‐enabled institution. The paper also reports on the relative success the author experienced using blogging tools to further develop relationships with undergraduate and graduate students and engage them in meaningful discussions outside of class time.Research limitations/implicationsAlthough this study focuses on the author's experiences as a new academic in a mobile‐enabled institution, and thus might initially seem limited in applicability, the practical implications of this research are inherent in the methodology and methods used to critique is pedagogical approach and to challenge himself to find ways to integrate digital technologies into his teaching.Originality/valueThe paper will be of interest to anyone who has ever struggled with questions of relevancy in the use of digital technologies in both off‐ and online post‐secondary classroom environments.

Professional characteristics of an educator: A survey of literature

“…Such online experiences do clearly reveal the increased intensity of the teacher's interest in the student learning. Studies (Bullock, 2011) report on the relative success the educators experienced, using blogging tools to further develop relationships with undergraduate and graduate students and engage them in meaningful discussions outside of class time.…”

Análisis de los procesos de implementación del modelo 1:1 en aulas de Secundaria

“…Partiendo de esta definición se puede afirmar que los indicadores, tales como la dotación de medios en los centros educativos, el número de alumnos por ordenador o el tipo de infraestructuras informáticas, no son criterios a tener en cuenta en la identificación y evaluación de una práctica educativa innovadora (De Pablos, Colás, y Villaciervos, 2010;De Pablos y Jiménez, 2007). Son los indicadores relacionados con los aspectos didácticos, como las características de las actividades o las decisiones metodológicas, los que realmente muestran la innovación y cuál es la integración real de las tecnologías en la práctica educativa (Alonso et al, 2010;Area, 2007bArea, , 2008Bullock, 2011;Correa, Losada, y Karrera, 2010).…”

Analysis of Online Teaching Mode and Effect of Computer Network under Large-Scale Users

“…During the teaching process of online courses, students can anonymously express their personal opinions, so that teachers can modify the teaching scheme according to their opinions and suggestions, and constantly promote the improvement of online teaching quality [11,12]. The computer network course is more and more popular in higher education, which is very helpful for teachers to improve their teaching skills [13][14][15]. With the development of network technology and the continuous improvement of network transmission speed, people are more and more interested in online education.…”