In my opinion, researchers have risen topics on adopting advanced technologies in the research area in order to expand the auditorium, make wider collaboration and openness. For instance, Greenhow et al.(2014) consider that social media could be helpful for early adopters for bridging the gap between them and those who seek to benefit from social scholarly practices but are not yet literate in them by the social scholarship. Moreover, there is a consideration about the role of social media on early-career scholars especially are using them in their professional lives for communication, strengthening relationships, finding collaborators, keeping up with research trends, publishing and reflecting on ideas, disseminating information and discussing issues in an open, public format (Greenhow et al.2014). She also mentions that implementing social scholarship plays an important role in increasing public access to scientific research, including access to digital data and peer-reviewed publications (Greenhow et al.2014).
In this respect, new technologies do not deny traditional approaches, they complement them by the advanced technologies that have already become a part of modern society. For example, when Greenhow et al.(2014) reconsidered Boyers views on the scholarship into social scholarship by the means of social media, Motoko Rich (2008) thinks that reading in a digital space is also part of learning as well as reading texts on paper.
I totally agree with you that the development of new technologies does not deny traditional approaches. I think that education that is fundamentally necessary and that should be taught is unchanged even in the digital age when technology is highly advanced. Rather, I think that changing all previous traditional approaches and reinventing digital-related approaches, for example in teaching methods, are like building a castle on sand. As you pointed out, Greenhow and Benjamin’s (2014) paper examines Boyer’s (1990) four dimensions by adding the lens of social media, but it should be viewed as the concept of “expansion”, not rejecting Boyer’s (1990) four dimension.
I agree with both of you about the interaction between traditional approaches and new technologies in education. At least for now, digital technologies and conventional approaches have/can a balance and synergy in education. I wonder your ideas concerning educational practices in future. What will education in 2100s look like? Do you think there will be a breaking point where new technologies take over traditional approaches in education?
Thanks for your comments! Regarding Jeong’s opinion, I agree with you that everything in academia will be built on strong arguments, there is no doubt. However, expansion is also necessary from time to time. And from this point of view, I just would like to answer Betul’s answer too: if technology develops in this way, maybe it could change traditional views. For instance, nowadays it seems to us that some skills could not be gained by online learning, including Arts. However, I imagine online holograms with AI that could replace teachers after some years later.
This process leads to completely changing an approach and methodology in education and research.
I can speak from India’s perspective pertaining to this debate between traditional approaches to teaching, and one that requires the use of technology. For decades now, there has been a divide between the two, where each believes that they are more superior and more effective for learning. However, in my practice as an educator in the country, I have strongly come to see the significance of weaving elements from both approaches, of course, with the relevant agency from the teachers to be fine with this approach. Perhaps we need to break the binary between traditional and digital approaches to teaching and learning, and instead, focus on how we can combine to make an approach that has the best of both worlds, and is therefor, more effective than just either.
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