The document discusses the roles and practices of educators in technology-supported learning. It begins by providing context on the historical Luddites and their opposition to technology. It then contrasts how educators differ from Luddites in their critique and use of technology. Educators are said to use technology to empower learners, support the learning process, and promote higher-order thinking, rather than just control or deliver information. The document outlines several practices of educators, including modeling technology use themselves, having an online presence through blogs and websites, and constantly trying new teaching methods. Educators share examples from their own technology practices and stay engaged with other practitioners to improve. Their focus is on searching for innovative practices and sharing experiences.

1. Roles and Practices of Educators
in Technology-Supported
Learning
Dilip Barad
M K Bhavnagar University
Gujarat, India

2. Luddites
Ned Ludd, possibly
born Edward Ludlam,is the
person from whom, it is
popularly claimed,
the Luddites took their name.

3. Luddite as religion
• Humans destroyed by the
products of their own
technology.
• Now the world is emerging
from a new dark age into the
dawn of the second Middle
Ages.
• Britain is dominated by the
Luddite Church and by the
doctrine that all machines are
evil. (Pub: 1973) (Pub: 1818)

4. Luddites as Protagonists

5. Luddites as Antagonists

6. •In 1992, Neil Postman, in his
book Technopoly, rehabilitated the
Luddites in response to the threat from
computers: “The term ‘Luddite’ has
come to mean an almost childish and
certainly naive opposition to
technology. But the historical Luddites
were neither childish nor naive.
•They were people trying desperately to
preserve whatever rights, privileges,
laws, and customs had given them
justice in the older world-view.”

7. Educators are also critique of technology but not like Luddites . . . .
They are for . . . They are against . . .
Technology to ‘Empower’ all the
stakeholders of education
system.
Technology to ‘Control’ and
‘Impose’ . . .
Technology to ‘Support’ learning
process.
Technology for ‘Surveillance’ . . .
Technology for ‘Smart’ work. Technology for the sake of
technology.
Pre-planned & purposeful
integration of technology
Random and arbitrary use of
technology

8. Educators are also critique of technology but not like Luddites . . . .
They are for . . . They are against . . .
Technology to support
curriculum goals and learning
objectives
Aimless use which leads to no
achievement of learning
objectives
Technology for Higher Order
Cognitive Abilities and to develop
critical thinking
Technology is used for lower order
cognitive abilities and not significant
development in critical thinking
Technology to promote
collaborative culture
Technology for isolated learning
Technology to connect the dots
to construct knowledge
Technology for delivering
information only

9. Educators vs Teachers
Teachers Educators
The one who teaches – the one who
does the job / work / occupation of
teaching
The one who goes farther than what is
expected as a part of job or work . . .
Teaching is an inner calling
They deal with course content – and
‘finishing’ syllabus is their honest work
They make relationships with students
more important than the content, but
because of those relationships, the
content comes alive.
They are easily forgotten or sometimes
not even known to the taught
They make permanent impression in
the heart and head of the taught
All teachers are not educators All educators are excellent teachers

10. Teacher vs Educators: The Hindu – Albert P’Rayan
•Critical Thinkers > Critical Learning Environment
•Critical Reflective Teachers > Promotes Learner Reflection
•Well Informed People
•Intellectual Courage
•Shapers of the Thinking Abilities of the Learners
•Ethical Integrity
• https://www.thehindu.com/education/teacher-versus-educator/article25212562.ece

11. Practicesof the Educators in Technology-
Supported Learning
•Three things they practice . . .
• They Practice more, preach less . . . .
• They Practice more, preach less . . . .
• They Practice more, preach less . . . .

12. If they ask learners to write blog . . .
•They have their blogs up-to-date . . . .
•www.blog.dilipbarad.com

13. If they ask learners to have website . . .
• They have their website/s
• www.dilipbarad.com
• www.dilipbarad.com/nmeictproject
• www.dilipbarad.com/webinar
• https://sites.google.com/site/flippedlearninggtu/
• https://sites.google.com/site/dpgaes2016/

14. If they ask learners to upload their
presentation on open access platform . . .
www.slideshare.net/dilipbarad

15. If they ask learners to have digital presence
on social media for academic networking . . .

16. When they share their views, they give
examples of their practices . . .
Watch video here: https://youtu.be/hWDCS38kxFc

17. They keep on trying out new ways of
teaching
Watch video here: https://youtu.be/ByPWQSEc-RI

18. Finally - Search, implement & Share
•Constantly searching for innovative practices shall
be the routine practice . . . .
•Being in the network of practitioners helps a lot . . .
•Put into practice in their teaching environment . . .
•Share their experience . . .
• Thank you
• dpb@mkbhavuni.edu.in