Reclaiming Teacher Agency in a Student-Centred Digital World
This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the ‘techno-reluctance’ of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of ‘techno-literacy’ as a means of reclaiming teacher agency in a student-centred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices.
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|Item Type:||Journal Article|
|Keywords:||information and communication technologies (ICT), new learning environments (NLE), teacher attitudes, techno, reluctance, techno, literacy|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2002 Taylor & Francis|
|Copyright Statement:||First published in Asia-Pacific Journal of Teacher Education 30(2):pp. 155-167.|
|Deposited On:||19 Sep 2007|
|Last Modified:||09 Jun 2010 22:45|
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