[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598659-105":59,"doc-detail-598659-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","digital-enlightenment-the-myth-of-the-disappearing-teacher","Digital Enlightenment - The Myth of the Disappearing Teacher","","This paper examines how post-print digital culture in higher education increases demands on effective, committed teaching rather than reducing the need for a strong teaching culture. It challenges the “digital natives” view by citing UK reports showing assumptions about students and academics are largely inaccurate. Drawing on preliminary pilot survey data on ICT take-up for teaching in a School of Education, it argues the academic’s creative use of digital technology remains crucial for supporting effective learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-enlightenment-the-myth-of-the-disappearing-teacher/598659/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-enlightenment-the-myth-of-the-disappearing-teacher/598659.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central argument does the paper make about digital culture in higher education?","Question",{"text":112,"@type":113},"It argues that the emerging post-print digital culture of knowledge creation and dissemination requires even more effective and committed teaching, not less teaching culture.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper question the “digital natives” perspective?",{"text":117,"@type":113},"It cites UK reports suggesting the assumptions behind the “digital natives” view about students and academics are largely inaccurate.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper view the academic’s role in using ICT for teaching?",{"text":121,"@type":113},"It emphasizes that the academic’s crucial role in the creative use of digital technology should not be underestimated, otherwise higher education may fail to support effective learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598659,1792166864,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","19  \nDigital Enlightenment: The Myth of the Disappearing Teacher  \nDavid Longman & Kerie Green  \nUniversity of Wales, Newport  \nThis paper argues that the emerging post-print digital culture of knowledge creation and dissemination in higher education is even more demanding of effective and committed teaching than hitherto. This may run counter to a widespread view that the digital environment reduces the needfor a strong culture of teaching, to be replaced by an educational culture of independent, self-sufficient learners. However, evidence for the precariousness of this outlook is provided by many recent reports in the United Kingdom that have illustrated how the assumptions of a ‘digital natives’perspective on students and academics are largely inaccurate. While acknowledging the phenomenal expansion of the cultural horizon that has been afforded to students and academics in the post-print digital environment of university learning, the crucial role of the academic in the creative use of digital technology in teaching should not be underestimated, or higher education may be rendered incapable of supporting effective learning. To substantiate this viewpoint the paper presents preliminary data from a smallscale pilot survey of the take-up of information and communication technology (ICT) for teaching in our own School of Education.  \nIntroduction  \nInprtohmisopteapoerr,htihnedaeruthorsinnovdaticounsssiisnsuesteacthhiantg  \nmay  \nand  \nlearning with information and communication technology (ICT) in higher education. While the innovation process may seem problematic for many, we take a more positive stance compared with the conclusions of many reports and commentators where the deficitsin the capability and pedagogical practices of lectur-  \ners are often emphasised more than their strengths or fitness for purpose.  \nIt is difficult to see how the engagement and creativity of future generations of students can be fully realized without building our teaching on the digital tools of thought and communication in which we are now immersed. Higher education lecturersand learning support staff cannot sidestep the  \napplication of ICT to pedagogical goals. There are parallels here to earlier generations of scholars who have in fact ‘solved’ these problems before in response to, among other things, new technological forms of communication that were becoming available to them (see Longman, 2010) .  \nMichael Wesch (2009) presents an inspiring vision of how, by building on the culturally acquired digital skills and knowledge of his students, a more dynamic, creative and student-centred style of learning can result:  \nThe new media environment can be disruptive to our current teaching methods and philosophies.  \nAs we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information and knowledge. They need to move from being simply knowledgeable to being knowledge-able.  \nWesch (2009) actively embraces the newly emerging digital economy of learning that brings with it not merely a set of new tools to facilitate this new style of learning but also “new ways of relating to one another that entail disruptive changes in economic, social, and political structures.” This is a significant challenge to established pedagogical practices in higher education.  \nFormulated initially by Marc Prensky (2001), the digital natives/digital immigrants debate has provoked much discussion about the perceived discontinuities and consequent inappropriateness of an education system where established teaching practices are ever more mismatched to the fundamentally different mindset of each new post-World Wide Web generation of students. Fortunately, this debate has become less sharply drawn as more balance and perspective has entered into it and the ‘moral panic’ ","cbCaiga1usuRcGMg","https://ap.wps.com/l/cbCaiga1usuRcGMg","pdf",641249,"English","# Introduction\n## Digital environment and teaching demands\n## Challenges to the “digital natives” perspective\n## Institutional integrity and “edgeless” universities","[{\"question\":\"What central argument does the paper make about digital culture in higher education?\",\"answer\":\"It argues that the emerging post-print digital culture of knowledge creation and dissemination requires even more effective and committed teaching, not less teaching culture.\"},{\"question\":\"Why does the paper question the “digital natives” perspective?\",\"answer\":\"It cites UK reports suggesting the assumptions behind the “digital natives” view about students and academics are largely inaccurate.\"},{\"question\":\"How does the paper view the academic’s role in using ICT for teaching?\",\"answer\":\"It emphasizes that the academic’s crucial role in the creative use of digital technology should not be underestimated, otherwise higher education may fail to support effective learning.\"}]","Digital Enlightenment - The Myth of the Disappearing Teacher | PDF",1792087341,15]