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Pedagogy supplants technology to bridge the digital divide
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17 May 2016
Lisette.Toetenel and Mat Schencks
This paper considers the digital divide (Mason and Rennie, 2008), in a holistic manner by considering teaching capability and pedagogy which often come second to a practitioner’s interest in a discipline (Simuth and Sarmany-Schuller, 2012). The talk commences with a literature review, followed by a discussion of data collection and analysis, which is currently ongoing. Our hypothesis is that the knowledge and use of technology by academics has little impact on their approach to teaching, whilst knowledge of pedagogy plays a much greater role in developing twenty first century learning materials, leading to a series of recommendations for fellow practitioners.