The medium is the master: postmodernism and hypertechnology in social work education

Vodde, Rich; White, Siobhan; Meacham, Mike

doi:10.1080/14759390903579182

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…Others warn against the dangers of technology's taking precedence over course content. Vodde, White, and Meacham (2010) suggest, Social work education may be in jeopardy of being subsumed by personal electronic predilections. If educators indulge their technological predilections that have little to do with actual social work practice, then social work education may be modified to fit the technology, rather than vice versa.…”

Section: Pedagogy and Social Workmentioning

confidence: 96%

Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment

Rodriguez-Keyes

Schneider

2013

Journal of Teaching in Social Work

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Section: Pedagogy and Social Workmentioning

confidence: 96%

Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment

Rodriguez-Keyes

Schneider

2013

Journal of Teaching in Social Work

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“…Barriers still exist but personal IT skills are better and the emphasis on training is still present but there is no evidence of a greater emphasis on pedagogy or on addressing the ongoing challenge of considering what pedagogical models might best be brought to bear or, more ambitiously, used heuristically to design online curricula and learning environments. Vodde, Dale White, and Meacham (2010) made an appeal that goes to the heart of the matter: 'As we move toward a pedagogy that is ideally supported by technology, let our ideas, rather than our tools, determine our future' (p. 123).…”

Section: Snapshot One: Intrepid Exploration Of the New Technologiesmentioning

confidence: 98%

Virtual Learning Environments in teacher education: a journal, a journey

Clarke

2012

Technology, Pedagogy and Education

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Virtual Learning Environments (VLEs) in teacher education have a short history which is little longer than that of this journal. Twenty years ago they were the province of early adopters only and limited to email and, more unusually, asynchronous conferencing. Today, VLEs are widespread and mainstream, sophisticated and officially sanctioned components of many courses. Research in this field has borne some of the hallmarks of Underwood's seminal critique of research in education technology more generally, namely, failure to construct and build upon the history of the field; failure to use the language and theoretical perspectives of the field; a focus on technology rather than on its impact on practice; and an over-reliance on qualitative methods. The three snapshots which are used as a basis of the study show, to an extent, that the technology has moved from unreliable and primitive, to reliable, ambient and versatile. Less obvious in these snapshots are any substantial changes in pedagogy over time although social learning theories seem to have increasing prevalence in support of collaborative learning praxis. Throughout the sample, it is notable that the impact of teachers' online learning on teaching and learning in schools is still relatively rarely investigated. IntroductionThe 20-year lifespan of Technology, Pedagogy and Education to date has witnessed an unprecedented period of growth and diversification in technologies of all kinds. These changes have permitted the growth and rapid development of elearning, allowing it to become a commonplace component of teacher education in the more economically developed countries. At its best, elearning involves the effective fusion of technologies with appropriate and effective pedagogies.Following the 2001 RAE (Research Assessment Exercise) in the UK, there were a number of appraisals of research in education. Underwood's (2004) editorial in Technology, Pedagogy and Education provided a timely appraisal. She began by relating the characteristics of a disparate community of researchers in a field that is well described by Oppenheimer (2003, p. xvii):

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“…The paradox – distance v. intimacy – is interesting here as the students being “taught” are distant and the lecturer is protected, in the comfort zone behind the technology adding to the remoteness of the lecturer. Weber (1904/1958; cited in Vodde et al , 2010) predicted that the last stage of cultural development would see specialists who lack spirit, and sensualists without heart, and for some, the arrival of modern educational technology has led to a further paradox where lecturers find themselves cast in the role of both teacher and “techie”, where the humanity of teaching has taken a backwards step, and which leads to further conflict between intimacy and distance:…”

Section: Paradoxesmentioning

confidence: 99%

Paradigms, paradoxes and professionalism

Bond

Goodchild

2013

Journal of Applied Research in Higher Education

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PurposeThis study aims to examine current key debates on learning technologies in the everyday life of lecturers and explores their experiences of learning technologies.Design/methodology/approachThe research adopted a mixed method ethnographic approach to explore the perceptions of academics at a new university in the UK. The narrative and image data was collected via 30 interviews and an online forum and then subjected to grounded theory analysis. This study presents the findings of the study and discusses aspects of quality and meaningful engagement by academic staff with learning technologies in a higher education environment.FindingsAnalysis of the data revealed the central concepts of paradigms, paradoxes and professionalism. The diversity of perspectives of staff and students, skills, motivations and capabilities is fundamental to developing, supporting and promoting the innovative use of e‐learning and learning technologies in learning, teaching and assessment.Originality/valueThis study examined the reality of lecturers’ relationships with learning technologies in everyday life and the diversity of those lived experiences in relation to social change and educational ideologies. This study is, therefore, significant and adds to knowledge and understanding of academics’ perspectives which Hanson claims have previously been neglected. This research also contributes to previous studies of e‐learning and Actor Network theory (ANT).

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The medium is the master: postmodernism and hypertechnology in social work education

Cited by 5 publications

References 25 publications

Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment

Cultivating Curiosity: Integrating Hybrid Teaching in Courses in Human Behavior in the Social Environment

Virtual Learning Environments in teacher education: a journal, a journey

Paradigms, paradoxes and professionalism

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