Selwyn, N. (2007). The use of computer technology in university teaching and learning: a critical perspective. Journal of Computer Assisted Learning, 23, 83-94. doi:0.1111/j.1365-2729.2006.00204.x
Focusing on the potential for computer technology to revolutionize university teaching and learning, the authors explore how the use of computer technology is marginalized and curtailed by a variety of factors, (Selwyn, 2007). The perceived advantages of ICT are described in terms of ‘efficiency’, ‘effectiveness’, ‘modernization’, and ‘rationalization’. We have similarly seen how the disadvantages are portrayed in terms of ‘immorality’, ‘dehumanization’, ‘atrophy’, ‘disenchantment’, and ‘alienation’. The idea that there is a ‘digital disconnect’ between enthusiastic rhetoric and rather more mundane reality of university information and communication technology (ICT) use. As Torin Monahan (2005, p. 8) puts it, rather than asking questions of ‘do computers work?’ we are instead concerned with asking ‘what social relations do they produce?’, (Selwyn, 2007).
Questions are also presented such as who determines what is taught with regards to technologies, what are the standards, and what is the overall aim? The author states that ICTs are being shaped by a number of vested interests whose motivates are to play the game of higher education which is based on managerial rules. the flawed use of computer technologies is, by and large, a product of the wider ‘game ‘of higher education and the strategic interest of those who play it. We need to consider what steps (if any) are required to foster a more expansive and empowered use of computer technology within future cohorts of university students and faculty, (Selwyn, 2007)
The author brings to light some of the polices behind the incorporation of certain ICTs within the university. Teaching unions and other professional bodies are encouraged to challenge the de-professionalization of their members due to ICT use. Universities are also encouraged to employ consumerist strategies of boycotting in order to leverage policy and produce change to make shareholders of IT companies aware of benefits and profitability with fairly dealing with the educational market place, (Selwyn, 2007). This article forces you to look at technologies pushed down from the top and to question their need and purpose in the classroom. We shouldn’t’ be using technology for technologies sake but these tools should have a clear an intended purpose in mind that is driven from the classroom upward.
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