The use of computer technology in university teaching and learning: a critical perspective.
Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a vari...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 2; pp. 83 - 95 |
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| Formato: | review Journal Article |
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Wiley-Blackwell
Apr2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269985&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269985 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2007 vid: 23 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269985 105269985 2010457724 10.1111/j.1365-2729.2006.00204.x 105269985 ppf: 83 ppct: 12 formats: tig: atl: The use of computer technology in university teaching and learning: a critical perspective. aug: au: Selwyn N affil: School of Social Sciences, Glamorgan Building, King Edward VII Avenue, Cardiff CF10 3WT, UK. Email: selwynnc@cardiff.ac.uk sug: subj: Colleges and Universities Computer-Assisted Instruction Computers and Computerization Utilization Government Agencies School Administrators Schools Administration Students, College Vendor Relations ab: Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a variety of operational deficits on the part of students, faculty, and universities, this paper considers the wider social relations underpinning the relatively modest use of technology in higher education. The paper explores how university use of computer technology is shaped into marginalized and curtailed positions by a variety of actors. From the 'writing' of ICT at a national policy level through to the marginalization of ICT within the lived 'student experience', a consistent theme emerges where computer technology use is constructed in limited, linear, and rigid terms far removed from the creative, productive, and empowering uses which are often celebrated by educational technologists. In the light of such constraints, the paper considers how these dominant constructions of a peripheral and limited use of ICT may be challenged by the higher education community. In particular, it concludes by reflecting on current critical thinking about how educational technologists can foster a more expansive and empowered use of computer technology within university settings. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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