Embracing the Transformative Dynamics of English Teaching and Technology in Higher Education: A Posthumanist Perspective

Authors

  • Dr. Shishir Barik

DOI:

https://doi.org/10.24113/ijellh.v11i7.11443

Keywords:

English Teaching, Posthumanism, Inclusivity, Collaborative Learning, Ethical use of technology

Abstract

This article critically examines the transformative dynamics of English teaching and technology in higher education, focusing on the implications through the lens of posthumanism. As technology integration continues to revolutionize the educational landscape, it is crucial to explore innovative perspectives to comprehend its impact on English language teaching. While the integration of technology holds the promise of enhancing teaching and learning experiences, it simultaneously calls for a critical examination of the ethical, pedagogical, and sociocultural implications it entails. This study adopts a posthumanist perspective, recognizing the complex and interconnected relationship between humans and technology, and aims to uncover how this relationship can shape the future of English language education. By thoroughly examining the transformative potential of technology in the English language classroom, this article seeks to encourage educators to embrace technological advancements while critically reflecting on the multifaceted implications of this paradigm shift.

Downloads

Download data is not yet available.

Author Biography

Dr. Shishir Barik

Lecturer in English

Nayagarh (Autonomous) College

Nayagarh, Odisha, India

References

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques: A Handbook For College Faculty (2nd ed.). San Francisco: Jossey-Bass.

Bayley, A. (2018). Posthuman Pedagogies in Practice: Arts based Approaches for Developing Participatory Futures. Cham: Palgrave Macmillan.

Bitner, N., & Bitner, J. (2002). Integrating Technology into the Classroom: Eight Keys to Success. Journal of Technology and Teacher Education, 10(1), 95-100. Norfolk, VA: Society for Information Technology & Teacher Education.

Braidotti, R. (2019). Posthuman Knowledge. Polity Press.

Cleaver, S. (n.d.). Technology in the Classroom: Helpful or Harmful? Education.com. Retrieved from http://www.education.com/magazine/article/effective-technology-teaching-child/.

Hannafin, R. D., & Savenye, W. C. (1993). Technology in the Classroom: The Teacher's New Role and Resistance to It. Educational Technology, 33(6), 26-31.

Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9, 60-70.

Snaza, N., & Weaver, J. A. (2014). Introduction: Education and the Posthumanist Turn. In N. Snaza & J. A. Weaver (Eds.), Posthumanism and Educational Research (pp. 1-14). Routledge.

Umbrello, S. (2018). Posthumanism. Con Texte, 2(1), 28-32. http://dx.doi.org/10.28984/ct.v2i1.279.

Wong, L. (2013). Student Engagement with Online Resources and Its Impact on Learning Outcome. Journal of Information Technology Education, 12(2), 221-237.

Downloads

Published

28-07-2023

How to Cite

Barik, D. S. (2023). Embracing the Transformative Dynamics of English Teaching and Technology in Higher Education: A Posthumanist Perspective. SMART MOVES JOURNAL IJELLH, 11(7), 17–31. https://doi.org/10.24113/ijellh.v11i7.11443

Issue

Section

Article