Disruptive by Design: Making Informed Choices About the Use of Technology for Teaching

By Sandra L. Bassendowski and Pammla Petrucka.

Published by Ubiquitous Learning: An International Journal

Format Price
Article: Print $US10.00
Published Online: December 18, 2015 $US5.00

The article posits the need for educators to carefully reflect on the tools of technology that they choose to support their teaching and learning contexts in post-secondary institutions. Educators and institutions need to consider new philosophies and practices of teaching to reflect current theory, policy, and innovation. Educators need to make disruptive choices in their teaching and learning environments by design—not by going with popular opinion. This paper explores “disruptive design” in post-secondary education from the perspective of pedagogy, thinking, processes, and challenges. Educators should consider/assess the impact and implications of incorporating technology into their teaching and learning spaces before using the tools of technology just for the sake of using technology. They need to be thoughtful about choices and proceed through the disruptive process with a clearly determined pathway and not just proceed by chance. The tools of technology need to support the student learning outcomes and demonstrate a difference from both faculty and student perspectives.

Keywords: Pedagogy, Innovative, Disruptive Technologies, Teaching, Learning

Ubiquitous Learning: An International Journal, Volume 8, Issue 4, December 2015, pp.15-22. Article: Print (Spiral Bound). Published Online: December 18, 2015 (Article: Electronic (PDF File; 435.546KB)), ISSN: ISSN 1835-9795.

Dr. Sandra L. Bassendowski

Professor, College of Nursing, University of Saskatchewan, Regina, Saskatchewan, Canada

Dr. Pammla Petrucka

Professor, College of Nursing, University of Saskatchewan, Regina, Saskatchewan, Canada