Teaching and Digital Technologies Big Issues and Critical Questions

Introduction

After decades of ‘computers in education’, there is still considerable dissonance at all levels and across many countries about the worth of digital technologies for learning and teaching. As a consequence, much tokenistic use occurs and doubts about the efficacy of computers to enhance teaching and learning linger. Further, despite advances in our understanding of how people learn and what effective teaching looks like, there is a widespread reluctance to move away from hackneyed and inappropriate instructional methods and practices. Why is this so? Surely we can be confident that our research and accumulated wisdom provides an appropriate pedagogy for 21st-century learners. Unfortunately, like many things related to the human condition, and education in particular, it is not as straightforward as many like to think; in fact, quite the opposite – it is confusing, complicated and contested.

This chapter explores the possible reasons for the conflicting ideas and confusion, how the research about technology in education should be considered, and the notion that well-informed professional judgement is the key to making high quality decisions about learning and teaching with technology. The chapter also discusses the notion that making a distinction between learning and teaching and learning and teaching with technology is a contradiction that further adds to the confusion and nurtures reluctance to change. Learning and teaching and digital technologies are now inextricably linked. So are we better served by doing away with ‘learning and teaching’ and ‘learning and teaching with technology’ as contrasts and just considering the notion of contemporary learning and teaching and what that means for students, teachers, schools and systems?