Abstract
Technology is transforming nearly every aspect of our world, and higher education is no exception. The COVID-19 pandemic of 2020 and the role of technology in confronting existential challenges such as maintaining teaching and research activity during a significant period of campus closures and disruption, has only served to reinforce this point.
In most societies however, a rapid increase in the use of internet-enabled technologies, from computers and smartphones to the so-called 'internet of things' (e.g. Xia, 2012) has, for some time, been reshaping people's attitudes and behaviours (e.g. Ofcom, 2018), but also what students expect from a university education. And by 'students' I do mean all students, not just the so-called 'digital natives' (Prensky, 2001) who were born after 1984!
In most societies however, a rapid increase in the use of internet-enabled technologies, from computers and smartphones to the so-called 'internet of things' (e.g. Xia, 2012) has, for some time, been reshaping people's attitudes and behaviours (e.g. Ofcom, 2018), but also what students expect from a university education. And by 'students' I do mean all students, not just the so-called 'digital natives' (Prensky, 2001) who were born after 1984!
| Original language | English |
|---|---|
| Title of host publication | Educational Developers Thinking Allowed |
| Editors | Celia Popovic, Fiona Smart |
| Place of Publication | York (CA) |
| Chapter | 9.8 |
| Publication status | Published - 1 Sept 2020 |
Keywords
- education
- educational development
- academic development
- digital literacies