Recent advances in the technology of education has seen the development of online learning units and Massive Open Online Courses (MOOCs) available to a global population. These and other Internet-based learning platforms are already filtering into classrooms around the world. What are the new teaching technologies? How and where are they being used? What does a teacher need to know in order to use these technologies to the best educational outcome for students? And what do students need to know in order to be able to effectively access teacher content beyond the physical access to and operation of such technologies.
Professor Richard Noss
Co-director of London Knowledge Lab
Professor of Mathematics Education
Institute of Education, University of London
I want to contribute to the conversation about knowledge – from the point of view of several themes, including supporting “teacher knowledge development” and “the disappearing horizon of content knowledge”. The question this raises for me, is what constitutes knowledge in a pedagogic setting. As Papert has pointed out on more than one occasion, this issue is seriously under-represented in the literature, taking for granted that we share a common understanding of what knowledge we are trying to impart or share with students, an understanding that is much more complex than it seems at first sight. Adopting a critical perspective on knowledge has become all the more important as digital technologies have become ubiquitous, as they have stirred up all kinds of new perspectives on how knowledge is represented, and on the very nature of knowledge itself. I hope we can have a conversation about this together.
Associate Professor Pep Serow
Associate Professor in Mathematics Education
School of Education, University of New England
Thank you Richard for starting the conversation with a stirring question to be explored. It is interesting that educators have reached a stage where we are theoretically considering the junction of pedagogical content knowledge, content knowledge, and technological knowledge, whilst we are still grappling with the notion of pedagogical knowledge generally. Our technological world is moving at an incredible pace, so much so, that as educators, we are required to look beyond the technological medium and focus on the over-arching pedagogical knowledge that provides student-centred opportunities for inquiry and investigation. It is sometimes difficult “to see the forest for the trees” and know how to best support each other in developing our pedagogical knowledge to make the most of technological advances. I look forward to our future discussions and I am keen to explore the thought provoking papers that have been contributed to this strand.
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