Shifting centres: Pedagogical relations in the Era of Big Data
McWilliam, Erica L. (2016) Shifting centres: Pedagogical relations in the Era of Big Data. International Journal of Leadership in Education, 19(1), pp. 40-55.
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This paper presents a cautious argument for re-thinking both the nature and the centrality of the one-to-one teacher/student relationship in contemporary pedagogy. A case is made that learning in and for our times requires us to broaden our understanding of pedagogical relations beyond the singularity of the teacher/student binary and to promote the connected teacher as better placed to lead learning for these times. The argument proceeds in three parts: first, a characterization of our times as defined increasingly by the digital knowledge explosion of Big Data; second, a re-thinking of the nature of pedagogical relationships in the context of Big Data; and third, an account of the ways in which leaders can support their teachers to become more effective in leading learning by being more closely connected to their professional colleagues.
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|Item Type:||Journal Article|
|Keywords:||contemporary pedagogy, Big Data, the connected teacher, leading learning, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Copyright Owner:||2015 Taylor & Francis|
|Deposited On:||19 Feb 2016 01:16|
|Last Modified:||25 Feb 2016 10:28|
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