EdTech

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tandfonline.com – Google and the end of the teacher? How a figuration of the teacher is produced through an ed-tech discourse

Posted on by Troels Gannerup Christensen - Læst 20 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment)… Continue Reading →

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tandfonline.com – Broad online learning EdTech and USA universities: symbiotic relationships in a post-MOOC world

Posted on by Troels Gannerup Christensen - Læst 4 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT From 2012 USA universities entered new partnerships with private sector companies including Silicon Valley start-up Coursera. Coursera spearheads a new broad online learning segment of the fast growing global ‘educational technology’ (EdTech) sector. They offered free ‘massive open online courses’ (MOOCs) for global, universal learner audiences. Since 2015 several USA universities and Coursera expanded into ‘post-MOOC’, paid, accredited online modules and full degrees. We frame these post-MOOC developments as shaped by dynamic EdTech/university relationships and argue universities have been actively, and willingly, re-shaping higher education with EdTech; they are not passive victims of a potentially disruptive global ‘MOOC phenomenon’. Our argument builds on interviews at six highly committed USA universities and at Coursera. These reveal rationales for post-MOOC… Continue Reading →