Technology-Supported Teaching: Technological Progress or a Sham?

Eyal Eckhaus,Nitza Davidovitch

doi:10.12973/eu-jer.8.3.697

Abstract

<p style="text-align:justify">This study examined the extent of faculty’s use of various technology-supported features in their teaching practice, involving syllabi, exercises, presentations, required reading materials, supplementary reading materials, examples of exams from previous years, electronic notice board, links to film clips, and other tools that enhance the convenience of technology-supported teaching. The findings of this study indicate that faculty make limited use of technological tools. Differences in use were found by age, tenure, gender, and faculty: Age of faculty has a positive effect on the use of the digital system for required reading and video-taped lessons, while faculty tenure has a negative effect on the use of the digital system for required reading materials. Male faculty use the video-taped lesson system more frequently than their female counterparts. Female faculty use the system more frequently than male faculty for required reading and elective reading materials. Faculty in the Humanities use the system to upload required reading more frequently than faculty in the other two faculties, while lecturers in the Faculty of Engineering use to system to upload examples of exams more frequently than their counterparts in the other two faculties. Faculty noted that they found no technological tool that reflects pedagogical thinking that benefits the students. Faculty use these digital tools as technical rather than pedagogical aids. Based on the recognition that these new technological tools will create a paradigmatic change in teaching, efforts should be invested to developed, disseminate, and assimilate new pedagogies that are compatible with these new educational technologies.</p>

Highlights

Computer-mediated learning is a term that sounds good but includes some challenges
This study examined the extent of faculty’s use of various technology-supported features in their teaching practice, involving syllabi, exercises, presentations, required reading materials, supplementary reading materials, examples of exams from previous years, electronic notice board, links to film clips, and other tools that enhance the convenience of technology-supported teaching
Differences in use were found by age, tenure, gender, and faculty: Age of faculty has a positive effect on the use of the digital system for required reading and videotaped lessons, while faculty tenure has a negative effect on the use of the digital system for required reading materials

Summary

Introduction

Computer-mediated learning is a term that sounds good but includes some challenges. The term “computer-mediated learning” gives a sense of technological progress and efficiency. Computer-mediated teaching seems like a magical solution It includes saving money for copying materials, convenient service for students who can study anywhere anytime, upgrading the institution’s image as one that helps students advance in a rapidly developing technological era (Nachmias et al, 2000). According to Coben (1986), new technology fails for several reasons: When new technology is not implemented with the understanding that the teachers are the most efficient means of learning, a new technology may try to circumvent teachers and produce a “teacher-proof” means of learning Studies show that it is precisely the “low-tech” means of learning (e.g., chalkboard, chalk, textbooks) that are most effective. The adoption of computer-mediated teaching and learning requires an organizational culture that supports the integration of new technologies and helps lecturers understand its benefits and acquire the necessary skills. Lecturers in the Faculty of Engineering post sample exams on the system more than do lecturers in other faculties

Methodology

Results

Conclusion and Discussion