Cyborg teaching

Kirkup, Gill (2001). Cyborg teaching. ACM SIGCAS Computers and Society, 31(4 (Special) pp. 23–32.

DOI: https://doi.org/10.1145/572306.572311

URL: http://portal.acm.org/citation.cfm?id=572311&coll=...

Abstract

Like many who teach at the beginning of the 21st Century, especially in post-school education, I am having not only to get myself new skills to work with electronic teaching/learning environments and tools, but I am also being compelled to reflect on my role and identity
as a teacher. Sandra Acker asks in the introduction to Sally Hacker's book: Pleasure, Power and Technology, 'How are the pleasures of making things work (technology) turned into the processes of domination?' (Hacker 1989, p vii). I have found myself asking the same question about my experiences of online teaching; why did I feel
disempowered and dominated by the technology, instead of empowered by these new tools? This has led me to speculate about what kinds of tools/technology I would need if they were designed to empower me - the teacher (rather than manage or replace me): while at the same time empowering the learners?

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