Markauskaite Lina, Carvalho Lucila, Fawns Tim
Sydney School of Education and Social Work, The University of Sydney, Education and Social Work Building A35, Camperdown, NSW 2006 Australia.
Massey University, Auckland, New Zealand.
Educ Technol Res Dev. 2023;71(1):181-198. doi: 10.1007/s11423-023-10199-z. Epub 2023 Feb 6.
An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of 'natural,' 'human' and 'digital'. In this paper, we argue that this convergence demands us to go beyond 'the great online transition' and reframe how we think about university, teachers' roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem-global developments (macro), teachers' local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers' roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.
在新冠疫情期间及之后，在线教育和混合式教育的增加迅速加速了数字媒体向主流大学教学的渗透。诸如生态危机等全球性挑战，要求大学教学进一步进行彻底变革，需要“自然”“人文”和“数字”更丰富的融合。在本文中，我们认为这种融合要求我们超越“伟大的在线转型”，重新构建我们对大学、教师角色以及他们使用数字技术能力的思考方式。我们关注在一所可持续发展的大学中成为一名教师所需具备的条件，并在教育生态系统的三个层面——全球发展（宏观）、教师的本地实践（中观）和日常活动（微观）——来考量新出现的趋势。通过讨论生态教学法以及关爱与自我关爱的教学法的实例，我们认为教学需要能够自如地接纳不同的认知方式，并集体意识到数字在教育生态系统不同层面内外如何与人类实践相互交织。为此，有必要超越以个人为中心的教师数字能力理论，转向更全面、生态化的概念。这也需要超越对教师角色的功能主义观点，使他们能够积极投身于面向未来、可持续发展的大学使命。
