Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom

Elizabeth Murphy,Maria A Rodriguez-Manzanares

doi:10.19173/irrodl.v10i3.579

Abstract

This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers’ activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an organization responsible for the design and delivery of high-school distance education in the province of Newfoundland and Labrador, Canada. As well, the authors conducted a second round of interviews with 12 of the 13 teachers. Findings revealed that the traditional metaphor of teacher as ‘sage on the stage’ ceased to have a reference point in the distributed online classroom. The e-teachers were widening the object of their activity to include less teacher-centered forms of learning that involved more student independence.

Highlights

In reviews of research conducted in the 1980s and 1990s, Cradler and Bridgforth (1996) described technology as a “catalyst for education reform” (Preliminary Research Findings section, ¶ 1)
A similar argument was made earlier by Pea (1985) who explained that computers tend to be thought of as amplifying or extending our capabilities, but they can play a role in changing what we do and how we do it by reorganizing our mental functioning
All e-teachers in the study had a minimum of 11 years of experience teaching in the face-to-face (F2F) classroom before coming to teach in an online classroom

Summary

Introduction

In reviews of research conducted in the 1980s and 1990s, Cradler and Bridgforth (1996) described technology as a “catalyst for education reform” (Preliminary Research Findings section, ¶ 1). Technology has been referred to as an agent of change (e.g., Furneaux, 2004; Girod & Cavanaugh, 2001; Kiesler & Sproull, 1987; McClintock, 1992). Guile (1998) argued that this change comes about because technology is not suited to practices where teachers operate as managers and didactic teachers. A similar argument was made earlier by Pea (1985) who explained that computers tend to be thought of as amplifying or extending our capabilities, but they can play a role in changing what we do and how we do it by reorganizing our mental functioning. Besides being a catalyst for reform or a change agent, technology has been referred to as a Trojan horse. Besides being a catalyst for reform or a change agent, technology has been referred to as a Trojan horse. Salmon (1992) argued that computers fuel pedagogical change when they afford activities that require changes in the learning environment

Methods

Results

Conclusion