Abstract
Digital technology features prominently in the higher education ecosystem, affecting the ways in which educators think, communicate, and teach. This research applies discourse analysis to articles published within The Chronicle of Higher Education (CHE) to understand: (1) The ways in which conceptions of digital technology in higher education pedagogy have changed and the ways in which they have remained consistent from 1993-2016 and (2) The extent to which CHE articles addressed attributes of contemplation with regard to technopedagogy. Research findings indicate that during the previous 23 years digital technology was portrayed as an overwhelmingly positive addition to higher education pedagogy. Less than half of articles analyzed contained attributes of contemplation. Non-contemplative technopedagogical approaches can lead to uncritical adoption or knee-jerk dismissal of digital technology – either of which can have substantial and long-lasting consequences within teaching-learning environments. Contemporary pedagogies need to pay closer attention to digital technologies, but must do so in a purposeful and engaged manner. This historical and discursive research inductively led to the development of the Contemplative Technopedagogy Framework, which provides an approachable introduction to using attributes of contemplation when making pedagogical decisions about digital technology in higher education.
Highlights
From the personal computers in the 1980s to contemporary cloud computing, digital technology is an ever-present feature of higher education
Two recurring themes and 14 sub themes were generated from the research to describe conceptions regarding technology and pedagogy in higher education as well as if and how attributes of contemplation were integrated into discussions of technology and pedagogy
The Contemplative Technopedagogy Framework requires a commitment from the educator to be both learner and teacher
Summary
From the personal computers in the 1980s to contemporary cloud computing, digital technology is an ever-present feature of higher education. Given the omnipresence of digital technology throughout the higher education landscape, there exists a deeply ingrained and widespread assumption that digital technology will be, but should be used for purposes of teaching. Course management systems (CMS) are championed for enabling instructors to and efficiently distribute course information and content to students via the Internet (Harrington et al, 2004). Common CMS platforms include Canvas, Desire2Learn, Google Classroom, Moodle, and Sakai. CMS provide collections of software and online tools for course interactions are referred to as learning management systems (LMS) or virtual learning environments (VLE). Over 90% of universities and colleges in the United States and United Kingdom utilize CMS (Browne et al, 2006; Hawkins and Rudy, 2007)
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