Why the digital classroom is a bad model for digital learning.
The pandemic has compelled educational institutes across the world to hastily adopt, adapt and cope with digital learning by developing 'digital classrooms', virtual learning environments replete with sophisticated technological features. The eagerness of the intent to ramp up technological infrastr...
| Publicado en: | Contemporary South Asia Vol. 30; no. 3; pp. 380 - 384 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2022
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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=ssf&AN=158405226&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 158405226 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 09584935 CTM jtl: Contemporary South Asia issn: 09584935 maglogo: N pubinfo: dt: Sep2022 vid: 30 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 158405226 10.1080/09584935.2022.2072476 ppf: 380 ppct: 4 formats: tig: atl: Why the digital classroom is a bad model for digital learning. aug: au: Ray, Avishek affil: Department of Humanities & Social Sciences, National Institute of Technology Silchar, Silchar, India su: Distance education Information & communication technologies Virtual classrooms Courseware Coronavirus diseases Pandemics Massive open online courses sug: subj: Distance education Information & communication technologies All Other Miscellaneous Schools and Instruction Administration of Education Programs Virtual classrooms Courseware Coronavirus diseases Pandemics Massive open online courses keyword: critical pedagogy Digital classroom techno-futurism techo-orientalism critical pedagogy Digital classroom techno-futurism techo-orientalism ab: The pandemic has compelled educational institutes across the world to hastily adopt, adapt and cope with digital learning by developing 'digital classrooms', virtual learning environments replete with sophisticated technological features. The eagerness of the intent to ramp up technological infrastructures, however, is not reflected in the rethinking or redesigning of pedagogies for digital learning. Technocratic ambitions often have very little, if anything, to do with pedagogy. Moreover, the digital classroom is 'global' by design, and the ethnocentric framework wrought upon by such designs impedes the decolonizing of the curriculum. It depletes local pedagogic cultures: local histories and cultures, political and moral economies. This article argues that imagining the digital classroom a-temporally and a-culturally, typically from a technocratic point of view, signals a tryst with (techo-)orientalism in its new avatar. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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