In today’s digital age, technology plays a crucial role in almost every aspect of our lives, including education. With the rise of new and innovative technologies, there has been a significant shift in the way education is delivered. This has led to a growing demand for educators to embrace these transformative technologies in their teaching. However, this change has not come without its challenges. In a recent article published in the Journal of Management Education, Isabel Fischer and Kerry Dobbins shed light on the paradoxical tensions of identity that management educators face when it comes to incorporating transformative technologies in their teaching. They also discuss how these tensions can be overcome to fully embrace the benefits of technology in teaching and learning.
Fischer and Dobbins’ research is based on a study conducted with management educators from various universities. Through their study, they found that many educators struggle with incorporating technology in their teaching due to the paradoxical tensions of identity. On one hand, they recognize the potential benefits of technology in enhancing the learning experience of their students, but on the other hand, they also fear that it may threaten their own identity as educators.
One of the main paradoxes highlighted in the article is the tension between the traditional role of the educator and the changing role in the digital age. For many educators, the traditional role of the “sage on the stage” holds significant value. They take pride in their expertise and the impact they have on their students. However, with the rise of technology, this traditional role is being challenged, and educators are now expected to take on the role of a facilitator, guiding students in their own learning journey. This shift in role can be unsettling for many educators, as it challenges their established identity. As a result, many may resist incorporating technology in their teaching, fearing that it may take away from their expertise and value as an educator.
Another paradox identified in the article is the tension between the desire to stay relevant and the fear of becoming obsolete. In today’s fast-paced world, technology is constantly evolving, and educators feel pressured to keep up with these changes to remain relevant. However, this also brings a fear of becoming obsolete if they fail to adapt to new technologies. This fear can be overwhelming for many educators, leading them to reject technology altogether.
Despite these paradoxes, Fischer and Dobbins argue that embracing transformative technologies in teaching is not only necessary but also worth it. They suggest that overcoming these tensions of identity can lead to a more enriching and effective learning experience for both educators and students. The key is to view technology not as a threat, but rather as a tool to enhance and support traditional teaching methods.
So, how can management educators overcome these paradoxes? Fischer and Dobbins provide some insights based on their study. They suggest that educators need to first acknowledge and address their fears and concerns regarding technology. This could involve discussing these tensions with colleagues or seeking support from experts in the field. Educators also need to reflect on their own teaching methods and how technology can complement and enhance them, rather than replace them.
Furthermore, institutions and organizations can play a crucial role in supporting educators in this transition. Providing necessary resources and training can help educators feel more confident and competent in incorporating technology in their teaching. Institutions can also create a culture that encourages experimentation and innovation, rather than fear and resistance.
In conclusion, the article by Fischer and Dobbins serves as a reminder that change, even in the form of technology, can be challenging, but it is also inevitable. As educators, it is our responsibility to adapt and evolve with the changing times to provide our students with the best possible learning experience. The paradoxical tensions of identity may be challenging, but the benefits of embracing technology in teaching and learning outweigh any fears or concerns. It is time to shift our mindset and view technology as a powerful tool that can enhance our traditional teaching methods and ultimately benefit our students’ learning journey. So, let us embrace this change and fully embrace the potential of transformative technologies in education.
